Higher education professionals for the twenty-first century

This paper originated as a Plenary Presentation at the AUA Conference at the University of Keele in April 2004     

《嘉莉妹妹》——二十一世纪中国社会的现实诠释

本文通过对十九世纪时美国社会消费主义的诞生及消费型社会文化特征的诠释,分析了十九世纪末美国的贫富差距对当时的影响,即人们对物质的强烈追求和精神文化生活的极度匮乏,即产生了诸如劳资之间的矛盾,道德观念的败坏,人性的泯灭等问题,值得引起人们的日益关注。     

Prevention in the twenty-first century: promoting health and well-being in education and psychology

This paper explores the science of prevention, with special attention to prevention research and applications in education and psychology, and the importance of prevention in Asian countries. One example that will be highlighted is the recently adopted Korean government policy on Internet addiction which addresses the problem from prevention to treatment. In addition, the paper provides background by summarizing the history of prevention and definitions of prevention. Research and conceptual papers that have been published in the Asian Pacific Education Review serve as examples of important topics to address from a prevention perspective. The topics are school bullying, school achievement, career development, and educator professional development and educational reform. The paper also discusses prevention best practices by summarizing the recently adopted American Psychological Association Guidelines for Prevention in Psychology, emphasizing that the Guidelines are applicable for professions beyond psychology and they also apply in different parts of the world. Finally, the paper discusses prevention in the future, especially noting that advances in science, technology, and population demographics will increase the importance of prevention in the twenty-first century.     

Preparing administrators for the twenty-first century

Our modern society is characterized by continuous change which is radically altering occupational structures, social behaviour, government priorities and individual lifestyles. Senior administrators in all types of educational institutions must be able to cope with the high levels of uncertainty and continuous adversity which this phenomenon generates. This article emphasizes the need for a new style of administrative behaviour in the education sector. During earlier eras, a reactive, conservative, leadership style was successful but in our contemporary society this is often inappropriate. Educational administrators in the future will have to be proactive, anticipatory, and flexible if they are to provide the institutions they serve with effective leadership. International intervisitation schemes are perceived as possessing potential for offering administrators new professional development experiences which will give them an opportunity to examine important managerial and administrative issues from a different perspective.     

21世纪的高等工程教育--循环创新模型与21世纪大学建构

在知识经济的浪潮中,显著的科技、经济、文化发展正在重新定义传统意义上的“大学”。荷兰德尔特理工大学与一批世界顶尖工科大学正在研究的“循环创新模式”与“21世纪大学建构”对正面临同样挑战的我国高等工程教育是一个有益的启示。     

Moral psychology for the twenty-first century

Lawrence Kohlberg slayed the two dragons of twentieth-century psychology—behaviorism and psychoanalysis. His victory was a part of the larger cognitive revolution that shaped the world in which all of us study psychology and education today. But the cognitive revolution itself was modified by later waves of change, particularly an ‘affective revolution’ that began in the 1980s and an ‘automaticity revolution’ in the 1990s. In this essay I trace the history of moral psychology within the broader intellectual trends of psychology and I explain why I came to believe that moral psychology had to change with the times. I explain the origins of my own social intuitionist model and of moral foundations theory. I offer three principles that I think should characterize moral psychology in the twenty-first century: (1) Intuitions come first, strategic reasoning second, (2) There’s more to morality than harm and fairness and (3) Morality binds and blinds.     

面向21世纪的高等职业技术师范教育研究

高等职业技术师范教育作为我国师范教育体系的重要组成部分,其教学内容和课程体系既要顺应高等教育改革的总趋势,又要体现自身特色,这是关系到职技高师生存与发展的基础与前景。     

适应医学发展趋势,强化医学生人文教育

二十一世纪的医学是预防、医疗、康复、保健相结合,面向社会的,应用的,主动的,综合化的全科科学,为适应这一需要,要求医学高等教育在传统纯粹科学教育的基础上,对人文教育予以充分重视,本文就人文教育在医学院校的重要性,必要性及可行性作了相关论述。     

浅析国内外高等职业教育

高等职业教育已成为中国教育体系的一个重要组成部分,经过二十年的发展,中国的高等职业教育正在迎接二十一世界的挑战。面对世界经济和教育发展的现状,我们深切感到,我们的现代化建设,不仅需要不术型、研究型人才,也需要大批应用型、高级技艺型人才。而学习和借鉴国外的先进经验,对推动我国职业教育是十分必要的。     

Higher education and UK elite formation in the twentieth century

This study examines the proposition that mass higher education is, in practice, less a network of more or less homogeneous activities than a series of concentric circles in which elite institutions remain at the centre, but are surrounded by increasingly wide bands of universities and colleges, that are less and less likely to set graduates on the road to elite status the further they are from the centre. After a brief review of the classical and subsequent literature on elites and elite formation, the empirical study uses data from the very long established annual publication Who’s Who to make a quantitative analysis of the higher education background of all 120,000 Who’s Who entries born in the twentieth century. It finds that Oxford and Cambridge remained the dominant route to elite status throughout the century, though their share fell from about a third to about a quarter of the total. There were big rises in the contribution of other leading universities that have come to be known as the ‘Russell Group’. An analysis by main occupational categories shows that the political elite broadened its educational catchment area more than other groups. The so-called ‘public’ (i.e. independent) secondary schools also continued to make contributions much larger than their numbers warrant. The main conclusions are that Bourdieu’s notion of ‘symbolic capital’ offers a useful contribution to the interpretation of the continued dominance of well-known high status universities, and that while there was considerable change throughout the century, in general it followed the British tradition of being evolutionary and slow. In policy terms it concluded that the present government is justified in seeking both to widen participation generally and simultaneously to increase the number of people from modest economic and social backgrounds who attend the high prestige universities.