斯里兰卡社会福利制度初探

斯里兰卡独立以后 ,开始在全国实行大规模的社会福利制度 ,政府向全体国民提供食品、教育、医疗三大福利。社会福利耗费了国家大量的资金 ,使国家经济增长乏力。 1977年以后 ,斯里兰卡政府开始对社会福利制度进行改革 ,在一定程度上促进了经济发展     

新加坡中小学公民道德教育的探析及借鉴

新加坡是一个以华人为主的多元种族社会,和我国文化根基相似,在现代化进程中两国都遇到了东西方文化的矛盾和冲突,但新加坡通过公民道德教育,较为成功地解决了传统伦理道德与现代化的关系。文章通过探讨新加坡中小学公民道德教育的目标、内容及特色,从中总结出对我国中小学思想道德教育具有重要借鉴意义的四点启示。     

新加坡的国家认同感教育

国民对国家的认同感是多民族国家屹立于世界的重要基础。新加坡1965年独立建国至今不到半个世纪,从一个资源贫乏的弹丸之地一跃成为繁荣昌盛、政通人和的现代化国家,创造了一个又一个令世人瞩目的奇迹。在民族纷争、种族矛盾、宗教冲突频繁的东南亚,新加坡这个多民族、多文化、多宗教的国家独立后却一直能够保持种族和谐、     

中新两国中小学德育教育之比较

新加坡是一个以华人为主的多元种族国家,和我国有着相似的文化根基,两国在现代化的进程中都遇到了东西方文化的冲突和矛盾,但新加坡通过公民德育教育,较为成功地解决了传统伦理道德与现代化的关系。本文通过比较分析中新两国中小学公民道德教育的异同,对切实提高我国公民道德教育的实效或许有一定的借鉴价值。     

浅议我国德育在全球化进程中的负面倾向

一、德育全球化进程中负面倾向的表现及其危害作为现代性的根本后果之一,全球化是必然要到来的。全球领域体系各不相同的德育资源也纷纷跨进改革、创新的行列,以便适应全球化。正是因为不同国家主权意识、民族习惯、种族风俗、社会意识形态的特殊性,遏制着全球化德育普遍性的发展。我国德育现代化的发展也无法逃避全球化过程中的普遍性与特殊性的矛盾冲突。这些德育全球化进程中的矛盾冲突形成了以下几种负面倾向:     

身份认同的永恒困境——评析美国电影《第九区》

科幻电影《第九区》通过外星人在地球上受到种族隔离的故事反映了人类社会的种族身份认同困境。～方面长期反抗种族隔离的黑人群体却支持对外星人隔离．另一方面因机缘巧合而变异成外星人的自人男主角遭到地球人的迫害。电影启示我们,人类排斥异类的心理是群体身份认同的畸形演化,带来了地球上许多冲突、矛盾与痛苦,要消除这种心理,只能加强群体间的相互接触和了解,才能使种族平等心理深入人心。     

预警与反思:社会治理现代化与意识形态安全的冲突

深入探讨社会治理现代化与意识形态安全的冲突,对于缓和社会矛盾,缓解社会治理阻力,扎实推进社会治理现代化进程,有着重要价值。本文结合社会治理主体、治理体系、治理能力,从社会治理现代化与意识形态安全的辩证统一切入,阐述了二者之间的冲突。坚持一元化的指导思想、构建科学的意识形态安全法律体系、深入培育和践行社会主义核心价值观,是将冲突转化为合力的有效途径。     

现代恐怖主义的历史根源

现代恐怖主义从20世纪60年代末开始蔓延，90年代后恐怖主义在数量和力度上有明显的增长。分析恐怖主义盛行的根源，大致有几个方面的冈素：恐怖主义是一国范围内社会经济发展失衡和世界范围内南北发展失衡的结果；民族矛盾和种族冲突是当前国际恐怖主义揭撅的最主要原因之一；宗教矛盾和冲突的加剧致使恐怖主义泛滥；主权国家之间竞争和冲突的尖锐化导致政治恐怖主义强化；冷战后经济全球化进程的加速也对恐怖主义产生了很大影响。     

越位、错位与失位:我国多元社会福利主体间的矛盾与冲突

改革开放以来,我国的社会福利体制基本实现了从"国家福利模式"向"福利多元主义"模式的转型。然而在我国的多元社会福利主体中,国家、社会组织、企业间的关系并不协调,仍存在着种种矛盾与冲突,未能形成合力,阻碍了人民社会福利水平的提高。这主要表现在三个方面:一是国家挤占了社会组织提供社会福利的空间;二是国家的政策设置导致了企业的福利异化,即一方面民营企业漠视职工的社会权利,违规从社会福利领域退场,另一方面国有垄断企业却滥发福利,乱慷国家之慨;三是企业履行社会责任不均衡、不到位,对社会组织支持力度不够。我们应在社会管理创新理论的指导下,重建"国家—社会—企业"三者之间的和谐互补关系,以克服"政府失灵"、"市场失灵"与"志愿失灵",满足人民日益增长的社会福利需求。     

《八月之光》中“圆形”空间实践与南方探索

小说地理的绘制想象与小说的空间创作有着重要的关联,它能够帮助我们发现文学研究中被掩盖的东西,以及空间是怎样引起故事与小说中的情节的。在“圆形”的空间运动中,“此刻”的“存在”密切联系在一起共同构成了人类对生存意义及价值的探索。在《八月之光》中,福克纳不仅借助克里斯默斯的“圆形”空间实践展现了他对南方和美国种族冲突的戏仿;而且他还借助克里斯默斯在“圆形”空间实践中的内心自我在种族身份认同上的矛盾与冲突,艺术地展现了在20世纪美国国家民族化与一体化的发展与形成的背景下,不同肤色的人种在现实生存空间下的国家民族身份认同的矛盾与冲突。在《八月之光》的创作中,福克纳借助人物的空间移动展现了他对南方问题的探索和对艺术的建构。     

Child Welfare,Education, Inequality,and Social Policy in Comparative Perspective

Using international data on child well-being and educational attainment, this article compares child well-being in the United States to member countries in the Organisation for Economic Co-operation and Development (OECD). Multiple measures of child well-being are analyzed, such as material well-being (including poverty, unemployment, and income inequality), child health and safety (birth weight, infant mortality, health care, and childcare), educational attainment, and family and peer relationships (including generational cleavages). Using Bronfenbrenner's ecological systems theory as an organizational framework, the impact and interrelatedness of these systems on educational attainment are examined, with parallels drawn between a nation's social policies, child well-being, and educational attainment. The author asserts that social policy in the United States is more comprehensive than is commonly believed, although the redistributive benefits of social policies are allocated much differently compared to OECD countries. Explanations for comparative differences in social policy include differences in political culture and political development as well as racial and class conflict. The author concludes that it is difficult to ignore the role of race and socioeconomic class in explaining differences in social welfare expenditures between the United States and European countries because the pattern of social welfare distribution (broadly conceived—including programs, tax breaks, and incentives) falls largely along racial and class lines.     

Journalism training in Sri Lanka: meeting the needs of working journalists

The ethnic conflict that has enveloped Sri Lanka since the 1980s has been deeply damaging to Sri Lankan journalism, whose traditions of impartiality and professionalism have been seriously undermined. The BBC World Service Trust has attempted to address these issues through a European‐funded training programme aimed at a broad range of media practitioners in Sri Lanka. This article seeks to assess how successful this programme has been and what lessons can be drawn by training organisations elsewhere who are seeking to implement similar projects.     

教育现代化与本土化、国际化及其关系

我国是后发型现代化国家,经济相对落后,实现教育现代化要较多地考虑经济因素,考虑社会现代化和工业发展的要求。但是教育的对象是人,因此它不能仅仅作为实现社会现代化和发展经济的工具,而应该考虑人的发展。一方面注重为社会和经济发展服务,另一方面要顾及人的素质的提高。随着经济差距的缩小,后者会越来越受到重视。这就是我国教育现代化的内涵所在。要实现教育现代化必然要吸收西方国家先进的教育理论和教育经验,同时也要考虑我国的文化传统,也即面临民族化或本土化与国际化的矛盾。我国现代教育体系建立在学习先进国家的基础上,而且要进一步实现现代化离不开国际化,但是在学习的同时一定要结合自己国家的民族性和国情需要。总之,教育现代化就是古今中外融合基础上的创新。     

用马克思主义价值观审视全球化中的价值冲突

全球化是当代世界不可逆转的发展趋势，然而在全球化进程中亦存在着西方发达国家和发展中国家之间价值观上的冲突和矛盾。造成这些冲突的最终根源是经济利益的冲突，此外，化传统、社会制度和认识的差异也是导致价值冲突的重要原因。面对这一趋势，我们必须大力弘扬马克思主义价值观，促进社会主义全球化的进程。     

社会冲突与政府冲突管理能力建设

改革开放以来,中国在经济高速发展的同时,社会矛盾和社会冲突发生新的变化.围绕经济权利产生的冲突,偶然性、突发性的群体性冲突增多,但社会冲突的性质仍然以非对抗性冲突为主.社会矛盾集中体现在贫富差距扩大、就业困难、社会保障薄弱、贪污腐败严重等方面.为此,政府应当全面认识社会冲突的正功能,不断创新改善制度与机制,合理选择应对社会冲突的战略,培养和提高领导干部个人的冲突管理能力,化解社会冲突,构建和谐社会.     

建设和谐南通的存在问题及对策建议

建设和谐南通存在的主要问题是:经济结构有待调整,资源环境压力较大;社会保障欠完善,劳资矛盾突出,社会治安存在隐忧。必须采取相应的对策:一是积极推进社会主义民主政治建设;二是加速经济结构调整,大力发展循环经济;三是努力推进城乡统筹发展,完善社会保障体制。     

Post-Modernizing Education on the Periphery and in the Core

The political economics of educational change are central to understanding reform in developing countries because of the role that education plays in relationship to economic and social policies. Given the uncertain association between the expansion of education and economic development, this paper explores the role which modernization policies of the State play in promoting contemporary conflicts between private and public interests in education. By first introducing Best's concept of the "New Competition" this paper examines the economic consequences for education in the larger context of the global market. Through case examples of Mexico and the US state of Oregon the effects of modernization policies are examined to understand how modernization policies are inappropriate to meet the social, political, and economic needs of both the periphery and core countries. The paper concludes by addressing the potential consequences for the public good of modernization efforts that promote the privatization of education on the basis of human capital theory rather than on that of a more comprehensive and humanistic approach to the development of social capital.     

The value and feasibility of evaluation research on teacher development: contrasting experiences in Sri Lanka and Mexico

This article discusses the value and feasibility of carrying out evaluation research on teacher development and uses as points of reference the author's experiences in two countries, Sri Lanka and Mexico. In Sri Lanka, an evaluation study was designed to understand the effectiveness and costs of teacher development at the elementary level linking teacher preparation with classroom practice and student achievement. The study also evaluated costs and analyzed the possible impact of the results for future policy. The study in Mexico illustrates the challenges of doing evaluation research in an environment dominated by a central state and teacher union politics, and where systemic empirical research on teacher development has been rare. It constituted an initial attempt at looking at the content and the anticipated effects across different approaches to teacher development in Mexico. New calls for greater accountability and better understanding of the reach and limitations of general education worldwide are prompting systems to examine teacher development program effectiveness. In this analytical article, the author discusses strategies and possibilities in the emerging field of teacher development program evaluation.     

Economic Liberalisation,Qualifications and Livelihoods in Sri Lanka

Sri Lanka experienced a rapid expansion of population in the first few decades following Independence in 1948. Population growth far outstripped the rate of growth of the economy which remained mostly dependent on primary production for export and domestic consumption. Introduction of universal free education pre-dated political independence and led to rapid school enrolments. In a slow-growth economy, dominated by state enterprises, education became the main avenue of upward social mobility for many underprivileged young people. Increasing competition for education and white-collar employment in the then dominant state sector in the 1960s and the 1970s necessitated policy interventions that were not necessarily fair to all competing social and ethnic groups. In the late 1970s, the policy focus shifted from education to liberal economic reforms aimed at generating economic growth and employment creation. Early gains in terms of economic expansion were slowed down by the ethnic conflict that erupted in 1983 and continues to retard economic development in the country. While the affluent strata continue to gain from the open economic and liberal educational environment in terms of income and lucrative employment opportunities, many young people from lower social strata who possess conventional paper qualifications live in despair looking for scarce white-collar jobs. Those who have resources to invest in overseas training and/or foreign qualifications are in an advantaged position in the competition for private and transnational sector employment.