邓小平环境保护法制理念及其时代价值

人与自然和谐相处的话题在21世纪初引起全世界的广泛关注。由于对自然的掠夺性的开发和利用而遭到自然环境的反击和报复，人们感到措手不及和无可奈何。在反思这一不良后果产生的原因的过程中，人们深切的感受到正确处理人与自然关系的必要性、邓小平环境保护法制思想的时代价值及与自然和谐相处、善待自然和保护环境的意义。     

From little acorns..: environmental action as a source of well-being for schoolchildren

Pastoral care in education may take many forms but increasing emphasis on education for sustainable development (ESD) and concern about children’s disconnection from nature suggests that our understanding of care should perhaps encompass the more than human world. The study described in this article examines longer term perspectives on well-being and looks at the possible benefits of environmental action for happiness and positive functioning. Considering the role of memory in the reconstruction of a past experience of tree planting, we suggest that well-being is constantly being reframed within the flux of life course and education. From survey responses and subsequent discussion groups in secondary schools exploring such memories, a deeper understanding of what well-being and connectedness to nature mean to young people within this case study is achieved. We note interdependencies between personal and planetary well-being within respondents’ reflections and consider whether experiences of environmental action and its positioning as an act of altruism for the greater good might provide a source of positive feelings for young people not only at the time, but through subsequent recollection.     

基于能力培养的幼儿园自然角活动指导策略探究

幼儿主要通过听、看、闻等方式接触世界,了解世界,逐渐丰富自身对世界的认知。幼儿园创设良好的自然角环境有利于提高幼儿的多种能力,对激发幼儿自主探究的欲望有重要的意义和积极的影响。幼儿教师应合理利用自然角提高幼儿的观察、记录、思考、理解等能力,激发幼儿对自然界的好奇,帮助幼儿认识世界。     

客家风水文化之心理分析

客家风水文化中“天人合一”的自我观以及和谐整体的环境观,把个体视为周围环境的一部分,把自然界（现实环境）视为人类的朋友,而不是人类崇拜或者征服的对象。客家风水文化的这种整体和谐的环境观有助于人们学会如何更好地作自然的朋友,营造健康快乐的心理环境;研究它对中国古代心理思想的挖掘以及当代环境心理、生态心理学等学科的发展都有着一定的现实意义。     

Recontextualizing psychosocial development in young children: a model of environmental identity development

This article presents an Environmental Identity Development model, which considers the progression of young children’s self-cognitions in relation to the natural world. We recontextualize four of Erikson’s psychosocial stages, in order to consider children’s identity development in learning in, about, and for the environment. Beginning with Trust in Nature vs. Mistrust in Nature, we argue that cognitions of comfort in the natural world vs. discomfort, provide the foundation for healthy environmental identity development. This trusting bond/relationship with nature allows children to gain Spatial Autonomy through collectively or independently creating their own sense of place in nature vs. feelings of doubt or Environmental Shame. As children progress, they gain Environmental Competencies, creative innovations to use the environment for both personal and social purposes vs. separation from nature or Environmental Disdain. Such competencies promote children’s agency in exercising Environmental Action, applied care/ethics aimed at building a sustainable future, as opposed to behaviors that cause Environmental Harm. Young children’s environmental identity develops in diverse ways and in distinct sociocultural and geographical contexts. Caregivers/educators play a unique role in recognizing and supporting the needs of individual children as they progress towards healthy environmental identity development.     

The relationship of childhood upbringing and university degree program to environmental identity: experience in nature matters

Education has been proposed as an important way to increase environmental concern. Beyond providing information, education could also encourage a stable sense of oneself as connected to the natural world, or environmental identity (EID), which is a predictor of environmental concern and behavior. This study explored the relative roles of environmental education at university and previous personal characteristics on the level of individual EID. Results from a questionnaire distributed to 919 French students in different academic curricula (ecology, other sciences and political sciences) showed significant difference in levels of EID for students in ecology compared to others, but also that EID was strongly influenced by personal experiences of nature and social context regarding conservation. These results suggest that academic curriculum is more a result than a cause for high environmental identity. We discuss the results in terms of education and access to nature for children and young people.     

The environmental worldview of children: a cross‐cultural perspective

The authors’ research investigated young people’s environmental worldviews using the revised ‘New Ecological Paradigm’ scale for children. The scale is a widely used measure of people’s shifting worldviews from a human dominant view to an ecological one, with humans as part of nature. However, the scale has not been used with children. By administering the scale to children aged 13–15 in Belgium and Zimbabwe, the authors found statistical differences between the two subgroups in their perspectives on human–environment interactions. Children in Zimbabwe and Belgium display ecological worldviews but differences occur at the human dominance dimension. Respondents in Belgium believe in human–nature equality, whereas Zimbabwean youngsters feel more dominant over nature and emphasize a utilitarian view of the environment.     

Young people’s conversations about environmental and sustainability issues in social media

Young people’s conversations about environmental and sustainability issues in social media and their educational implications are under-researched. Understanding young people’s meaning-making in social media and the experiences they acquire could help teachers to stage pluralistic and participatory approaches to classroom discussions about the environment and sustainability. The aim of the article is to explore the characteristics of meaning-making in young people’s conversations about environmental and sustainability issue in social media, more precisely in an online community. The study takes a public pedagogy and citizenship-as-practice approach and uses Epistemological Move Analysis. The conversation are shown to be argumentative, sophisticated, elaborative and competitive and create an educational situation in which facts about the world and moral and political values and interests are confronted and argued. The findings raise questions about pluralistic and participatory approaches and the staging of classroom conversations in environmental and sustainability education.     

Intentionally designed thinking and experience spaces: What we learned at summer camp

How do young people experience camp, and how might that experience help us expand our understanding of what is possible in non-formal learning environments? In-depth interviews consisting of forced-choice and open-ended questions were conducted with 59 Concordia Language Villages residential camp participants who partake in a linguistically and culturally enriched grand simulation. This study focused on (1) quantitative assessments of their sense of safety and belonging, and (2) open-ended questions about the nature of the camp environment in general and as a learning place. From the qualitative data, we distilled participants’ sense of camp as a learning place by analysing their responses in terms of theoretically-driven categories of thinking space qualities and data-driven categories of experience space qualities. As a thinking space, participants described the camp environment as a safe space characterized by support for thinking and development, room for identity-supportive interactions, room to experiment, and a place with mentoring adults and a second-home feeling. As an experience space, they emphasized the centrality of the program’s daily activities (particularly simulations), the qualities of the people around them (diverse and community-focused), the physical setting of the program (particularly its aesthetics) and the instructional methods used (particularly language and cultural immersion). The relationship of these findings to our understanding of the nature of the thinking and experience spaces as program-specific and program-general phenomena is discussed.     

从韩非的君臣观中看《韩非子》的治吏思想

韩非是继吴起、商鞅、申不害等战国后期法家最重要的思想家,他对以往的法家思想进行了深入的研究、总结和扬弃,从而将法家思想的理论水平推进到了新的高度,被后世学者看作是法家思想的集大成者。韩非的思想内容丰富,文章主要讨论其君臣观,并从中探讨《韩非子》中所反映出的韩非的治吏思想。     

To know,to decide,to act: the young child’s right to participate in action for the environment

This article draws on a research study that focused on young children’s involvement in an environmental curriculum that created for them opportunities to display their competence and confidence through knowing, deciding and acting for the environment within a supportive early childhood setting. When young children are involved in making decisions that affect their lives, including those decisions regarding sustainability and the natural environment, they are capable in contributing to the decision-making that leads them to purposeful action. The research revealed the importance of honouring the young child’s right to know about social and environmental issues; to be part of conversations and possible solutions; to have their ideas and contributions valued; to seek solutions with others in order to be able to take meaningful action. The article explores the notion that when the rights of young children are respected, they are confident advocates for the environment and for a more sustainable world.     

The ages of consent: re-working consensual frameworks in postmodern times

The processes of gaining consent for educational and social research with children and young people have become increasingly complex. A variety of influences contribute to this complexity. In this paper, we use post-structural concepts to focus on the influence of three co-existing and interweaving perspectives: protectionist, participatory and post-structural. Each of these foregrounds different issues in the process of gaining consent for research involving children or young people. We argue for the need to be cognisant of the interplay between the three different perspectives, and what is effected by each. We conclude by proposing a three-overlapping-points-of-entry approach to thinking about research involving children. Our hope is that by sharing the ideas that we have had, we will contribute to those ongoing conversations in which others are trying to re-think consent within the broader framework of why and how do we do research with children and young people.     

昆明青年环境价值取向与生活方式的调查分析

采用英国研究者在吉尔弗得社会调查中的同一问卷,对昆明市16～25周岁不同工种和学历的青年群体进行了问卷抽样和随机调查。调查集中于3个方面：1．探究昆明地区青年人在环境问题上的行为和意识;2．了解昆明地区青年人的基本生活方式和消费行为;3．分析昆明地区青年人的环境意识与物质主义的生活方式的关系。调查显示：昆明地区的青年人有较好的环境意识,大多数青年人对待环境的行为是友好的,但由于就业的难度,使得青年人在就业与环境保护之间处于两难境地;当所涉及的问题与所谓的“个人经济收入”有关时,青年们对这类问题的回答采取了犹豫的态度;在生活态度上昆明青年没有太强烈的倾向于物质主义的生活方式。     

孔子人本思想建树及其现代意义

孔子作为"至圣先师",生活在春秋"人"的发现时代,通过对"人"的思索和实践,在"人之为人"、"人之范式"、"人之理想境界"、"人之处世方略"诸方面,有着里程碑式的建树。这些"人本"滋养,对于新世纪的国人不无裨益; 摆上世界现代文明平台,对整个人类的生存环境及其质量也是一种净化和提升。     

WTO与环境保护之冲突

在全球化进程中，人类生存环境日益恶化。多哈回合中有关环境与贸易问题之争引发了人们对于环境保护的性质、WTO本质的思考。WTO与各国国内环保法律存在冲突，也影响了某些国际环境保护公约和协议的效力。这是由WTO自身固有的本质和职能决定的，也是发达国家剥削落后国家、抢夺世界财富的结果。只有建立新的国际经济秩序才能使WTO在环境保护中真正发挥适当的作用。     

Young children's everyday concepts of the internet: A platform for cyber‐safety education in the early years

Young children from around the world are accessing the internet in ever increasing numbers. The rapid increase in internet activity by children aged 4–5 years in particular is due to the ease access enabled them by touchscreen internet‐enabled tablet technologies. With young children now online, often independently of adult supervision, the need for early childhood cyber‐safety education is becoming urgent. In this paper, we report the early findings from a project aimed at examining the development of cyber‐safety education for young children. We argue that cyber‐safety education for young children cannot be effectively developed without first considering young children's thinking about the internet. In this paper, we use Vygotsky's ideas about the development of mature concepts from the merging of everyday and scientific concepts. We identify the potential range of everyday concepts likely to form the basis of young children's thinking about the internet as a platform for cyber‐safety education in the early years.     

How young children think they can act for the environment: the case of forest and waste

Thirty 6-year-olds from two public schools located in a small provincial town in Greece were used as a sample in an explorative study into the mental models young children hold concerning forest destruction and waste. The study also explored how these mental models might be interrelated either within each issue or between issues. The analysis of data collected in interviews indicates that the mental models held by young children appear to be oriented towards two different trains of thought: one that relates to direct actions for the short-term addressing of problems and one that relates to preventive actions and caring for sustainability. Furthermore, children’s own thoughts about their individual contributions to the two environmental problems under study, appear to interrelate with those of collective contributions. More specifically, children seem to share common ideas on the environmental issues discussed as they voiced the opinion, ‘I can help if I do something that addresses the issue'. Implications for education are also discussed in this paper.     

Promoting a Culture of Thinking in the Young Child

Conscious of the interplay between nature and nurture in determining a child’s individuality and success in life, the author embarked a group of teachers in an action research project towards nurturing a culture of thinking in young children. Considering the positive effects of routines in early learning experiences, the research consisted in implementing thinking routines to engage young children’s minds in thinking activities. The study took place in two Reggio-inspired schools where participating teachers documented children’s work as part of their teaching. The documentation was a key element to make children’s thinking visible as they installed the culture and language of thinking in their classrooms. The study found that thinking routines build up positive attitudes about thinking and learning. By re-visiting their documented work children developed metacognitive and critical thinking skills which make them more alert to situations that call for thinking.     

网络环境下青少年德育的重构

随着网络技术的发展,互联网正以惊人的速度改变着人们的工作、学习和生活方式,尤其深刻影响着青少年的思维方式、行为方式、价值观念。网络给青少年带来了丰富的知识、信息。同时,网络中的负面因素也严重影响了青少年良好品德的形成。针对网络环境给青少年德育带来的负面作用,我们需要重新构建网络环境下青少年的德育。