大学生主题教育活动在思想政治教育中的运用研究

大学生主题教育活动是高校思想政治教育的重要载体,具有很强的实践性、时效性、针对性、阶段性和灵活性,对于增强大学生思想政治教育工作实效性、实现思想政治教育理论与实践的结合、加强大学生综合素质拓展和丰富大学校园精神文化生活具有重要意义,必须坚持以人为本、坚持马克思主义理论的指导、坚持教育与自我教育相结合、坚持不断创新与构建活动长效机制相结合的原则和方法。     

Variations on a systems theme: Comprehensive reform in teacher education

This paper presents the results of the first phase of an analysis of the product of ten independent efforts to apply systematic planning procedures to the development of the specificataions of teacher education programs. Those efforts, sponsored by the United States Office of Education, conceptualized models of the teacher, training systems, and management, evaluation and redevelopment systems. This phase of the analysis compares the concxeptualizations of the teacher, the performance models created as the goals of the programs, as well as the alternative procedures employed to create the models.

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Résumé Dans cet article, on présente les résultats de la première phase d'une analyse qu'on fait de dix efforts indépendents d'appliqquer des processus systématiques au développement des spécificaions pour les programmes de formation des enseignants. Ces efforts, subventionnés par l'Office d'Education des Etats-Unis, ont formé des concepts de modèles de l'enseignant, des systèmes d'entraînement, et des systèmes de direction, d'évaluation, et de redéveloppment. Cette phase de l'analyse met en comparaison les concepts de l'enseignant, les modèles de fonctionnement qu'on a créés comme buts des programmes, et les processus alternatifs qu'on a employés pour créer les modèles.

     

Local and global in the formation of a learning theorist: Peter Jarvis and adult education

Abstract

Peter Jarvis is a towering figure in the study of adult and lifelong education and a leading and original theorist of learning. This paper sets out his intellectual and professional biography, maps the main contours of his work and introduces fourteen papers by leading scholars devoted to his work. Five broad phases in Jarvis’ life are identified: (a) youth, self-education, Methodist ministry and early teaching and research; (b) founding of the International Journal of Lifelong Education, authorship of important textbooks on adult and professional education and linking of academic communities in different countries; (c) early research on and theorisation of learning; (d) engagement from the early 1990s with debates on lifelong learning and the learning society; and (e) return to theorisation of learning, particularly from the perspective of globalisation, from around 2000. Recurring themes include ethics and responsibility, the essentially social nature of learning, democracy, and authenticity in human relationships.     

Comparative education and education sciences: Variations on an old theme

where he teaches comparative education. Until 1988, President of the Comparative Education Society in Europe (CESE). Member of the World Council of Comparative Education Societies and Vice-President of the Spanish Comparative Education Society. Publications include: Fundamentos de Educación Comparada (1982, 1986), Problemas mundiales de la educación (1982, 1986), Sistemas educativos de hoy (1984, 1987), Primary Education on the Threshold of the Twenty-first Century(published in Spanish and French; 1986 and 1987) and Pedagogía prospectiva (1989). He has published numerous articles in scholarly journals of various countries.     

以弘扬雷锋精神为主线的大学生思想政治教育机制研究

雷锋精神具有与时俱进的品质,在我国从计划经济到市场经济的转型中,从步入小康社会向全面建设小康社会的转变中,不断地得到丰富和升华。高校要贯彻落实党的十七大报告精神,以弘扬雷锋精神为主线,进一步加强和改进大学生思想政治教育创新机制,把学习和弘扬雷锋精神与大学生思想道德培养有机结合,为国家培养更多的社会主义现代化建设接班人。     

Co-designing a civics curriculum: young people,democratic deficit and political renewal in the EU

Contemporary discussion of the ‘crisis in democracy’ displays a tendency to see young people as the problem because they are ‘apolitical’, ‘apathetic’ and ‘disengaged’, or point to deficiencies in institutions deemed responsible for civic education. This discussion normally comes as a prelude to calls for more civics education. This article points to a renewal of politics at the hands of young people relying on new media, and draws on evidence like survey research, case studies and action research projects. This political renewal is occurring largely in response to the assumption of political elites that a ‘politics-as-usual’ will suffice to address the major political challenges of our time. Against the assumption that teachers, curriculum experts and policy-makers already know what kinds of knowledge and skills students need to become good citizens, we make a case for co-designing a contemporary citizenship curriculum with young people to be used for the professional development of policy-makers. We argue that such an intervention is likely to have a salutary educational effect on policy-makers, influence how they see young people’s political engagement and how they set policy agendas. The article also canvasses the protocols such a project might observe.     

Hannah Arendt,education, and the question of totalitarianism

The aim of this paper is to consider the ways in which Arendt's writings on totalitarianism act as a warning sign for political and miseducational circumstances in the USA. Because the term totalitarianism has been used imprudently (largely in the mass media) to express repressive conditions in so-called models of democracy, this paper seeks to both clarify and raise questions concerning its meaning as a form of nation-state-sanctioned power and/or economic-technological force. This analysis draws largely from Arendt's definition of totalitarianism expressed as an antipolitical phenomenon characterized by terror-ruled ideological indoctrination which destroys both the public realm and the private identities. I contend that analyses of twentieth-century totalitarianism are significant to today's unprecedented questions and circumstances germinating in and having significance beyond the USA. I also describe the difficulty of action under extreme conditions. In the last analysis, I deliberate on the site of education as a totalitarian coercion.     

高专思想政治教育中心理疏导的运用研究

高职高专创新需要把握思想政治教育与心理疏导之间的关系,然后需要将理念、教育内容、教育的方式方法有机结合起来,及时有效的对学生的心理进行疏导,使他们养成自尊自爱、勇敢自信、冷静理性、积极进取的健康心理状态,这是新形势下构建高职院校品德教育新模式的重点所在,也提供了高职学生思想政治教育改革的合理依据。     

原初型与更新型:个体发展视角的高等教育两种类型

终身教育体系中的高等教育可以分为原初型和更新型两种类型.原初型高等教育是未成人教育的高级阶段,普通高校是办学主体:更新型高等教育是已接受高等教育的成人因应社会发展、个性完善及职业生活需要,旨在与时俱进,获得新知识、掌握新技能的教育,开放教育是主要形式.原初型高等教育培养的终身学习能力和学习兴趣是个体成功接受开放式更新型教育的重要保障.     

Education as action/the adventure of education: thinking with Arendt and Whitehead

ABSTRACT

Understanding and action are central themes in Hannah Arendt's thought and an idea that runs throughout her work is that whenever human beings act, they start processes. It is in this light that she saw education as a process whose aim is to make human beings feel at home in the world. Given the centrality of process in understanding action, early on in her work, Arendt reflected and drew upon the ideas of Alfred Whitehead, the philosopher of process. Education in his thought is an art and an adventure whose object should be to enable students to grasp the process of life itself and imagine different worlds. In this light, universities are crucial in creating conditions of possibility for imaginative learning and intellectual adventures. Taking action, process, imagination and adventure as my central ideas, in this paper, I make connections between Arendt and Whitehead in an attempt to think about education within and beyond ‘dark times’.     

Defining the political ontology of the classroom: toward a multitudinous education

This paper is driven by a simple question: what type of collective space is a classroom and how can it be imagined differently? Drawing on the social topography provided by Hardt and Negri, I suggest that schools have traditionally worked to produce either (a) a people; (b) a crowd; or (c) the masses. The problem with these forms of social collectivity is that they each tend to limit radical movements for democracy. Opposed to a people, a crowd, or the masses, I suggest that classroom collectivity be reconceptualized in terms of the multitude. It is by configuring the dynamic space of the classroom in relation to a theory of the multitude that educational democracy can be achieved.     

浅谈高校思想政治教育中的榜样教育

榜样教育法是中国共产党传统的行之有效的思想政治教育方法之一,也是高校进行思想政治教育的有效途径。榜样教育法在提高大学生思想政治教育实效性过程中发挥了重大作用,但是近年来,囿于种种条件的限制,其实效性呈现减弱趋势。因此,在探索榜样教育实效性减弱的基础上,我们应认真分析问题,探索解决的对策,提高和改进高校思想政治教育榜样教育工作,对增强其实效性具有重要的现实意义。     

Between Private and Public: Recognition,revolution and political renewal

This paper deals with some issues underlying the role of education in the preparation of students for democratic participation. Throughout, I maintain two basic ideas: first, that a political action undertaken to obtain practical ends reflects a set of privately held values whose recognition is therefore essential to any idea of the political; second, that the continued viability of liberal democracy is dependent upon its openness to alteration through its recognition of private values. In order to bring these ideas to light more clearly, I will develop my position in the form of a critique of some contemporary liberal theories of civic education, most notably Amy Gutmann's, as expressed in her influential work Democratic Education. Maintaining Gutmann's requirement of educational relativism, I intend to show how her emphasis on individual deliberation as a goal of education fits within a system of deliberative democracy, and that the two serve to minimize, on the individual level, the ability of individuals to seek recognition within the public sphere, and on the political level, the ability of democratic institutions to be renewed through participation.     

思想政治教育视野下的体验教育研究

体验教育尊重人的发展个性,具有鲜明的导向性,体现过程的自主性,强调知行合一的特点,有利于其在思想政治教育中的运用。本文以成功体验教育和情感体验教育为例,就如何在大学生思想政治教育中开展体验教育进行了探究。     

Ethically important moments in the higher education space of appearance: Renewing educative praxis with Arendt

This article proposes a novel theorisation of higher education classroom spaces by bringing Arendt’s concept of the space of appearance into relation with Guillemin and Gillam’s notion of ethically important moments. The main arguments are first, that a focus on ethically important moments within the higher education space of appearance enables a finer-grained account of student and lecturer becomings through small-scale pedagogic interventions; and second, that a focus on the classroom as a higher education space of appearance provides for a more nuanced appreciation of the collaborative, political and educative practices that occur within it. The article focuses on three instances of ethically important moments as a means to illuminate how higher education spaces of appearance may become ethical spaces for educative praxis in ways which contest pessimistic discourses regarding the deformation of teaching and learning relations in increasingly marketised conditions.     

Educational renewal in an alternative teacher education program: Evolution of a school-university partnership

Can the discontinuities inherent in school university partnerships become generative sources of educational change? The purpose of this study was to analyze how participants viewed an evolving collaboration and the ways in which discontinuities between school and university agendas were negotiated. Findings over the 3-year period from interview, questionnaire, and journal data indicate patterns of changing roles and relationships between and among university faculty, cooperating teachers, and student interns. The findings indicate that as participants negotiated a common agenda for teaching and curricular improvement, a spiralling process of educational renewal in schools and university emerged.