权力失范与制度伦理

政治领域中的权力失范现象是我国现行有关权力制度中的伦理缺失的必然结果;制度伦理是制度中蕴含的道德价值和伦理要求,它对制度行为主体规范行为意义重大。要对当前的权力失范现象进行纠偏,加强制度伦理建设是必不可少的途径。     

Developing political astuteness: a leadership coaching journey

This paper argues that political astuteness, or the ability to use political skills in the service of ethical judgements, is a complex yet essential element of school leadership development that is underemphasised in the leadership coaching literature. It also suggests that exploring the responsible use of power requires a narrative approach which, in turn, demands certain conditions of the coaching relationship. Drawing from the author's research and teaching, the paper makes an original contribution to the field by introducing a conceptual framework for ‘politically astute’ leadership coaching, using a narrative approach. In keeping with this approach, the framework is presented through the representative construction of a professional development story. The implications of this story for school leadership coaching are then discussed and some provisional conclusions drawn.     

中国特色社会主义生态文明建设的制度伦理意蕴

中国特色社会主义生态文明建设彰显当代中国"发展为了人民"以及公平正义的制度伦理追寻。中国特色社会主义生态文明建设既有对生态危机发生之源的科学批判,也有对生态文明美好世界的伦理建构,体现在以下几点:坚持马克思主义生态世界观、超越资本主义反生态的制度本性、转化传统文化的生态智慧、塑造生态强国的国家形象。推动中国生态文明建设的制度伦理从理念外化为实践,需要党的领导、绿色发展、生态文化、国际合作等各方面协同推进。     

Different moves,similar outcomes: a comparison of Chinese and Swedish preschool teacher education programmes and the revisions

A Chinese and a Swedish preschool teacher education programme were examined in search for commonalities and differences of the curriculum decision-making considerations involved in the respective programme revision process. Findings include: (1) the two programmes have shifted orientations and become similar, yet there was no fundamental paradigmatic shift after the revisions; (2) the Swedish programme has been heavily influenced by political agenda and national curriculum guidelines, while the Chinese one gives considerable attention to the opinions from the preschool circle; (3) the discussion of programme revision revolved around the diverse views of quality preschool education and teacher education; and (4) a strong relationship between the institutional/organisational features identified and the programme orientations was found. The empirical data suggested teacher educators’ professional views of quality preschool education and organisational/institutional characteristics are critical to the curriculum decision-making in the specific contexts.     

Politics,knowledge and objectivity in sociology of education: a response to the case for ‘ethical reflexivity’ by Gewirtz and Cribb

The present article examines the relationship between political values and social research, with particular reference to the case for ethical reflexivity in sociology of education put forward by Gewirtz and Cribb. It is argued that their case for such reflexivity is flawed by conceptual imprecision and over‐determination of the links between value commitments, knowledge and the political implications of research. Drawing on a case study of a controversy in sociology of education, combined with a more discriminating conceptual analysis of political values in social research, it is suggested that the Gewirtz–Cribb ‘manifesto’ for routine ethical reflexivity may be inefficient and impractical. An alternative way of thinking about political reflexivity in sociology of education is offered, as are some possible avenues of philosophical resolution between the main protagonists of the longstanding debate on ‘what to do about values’ in sociology of education.     

Assessing institutional performance in higher education: a managerial perspective

Although many institutions are expending considerable effort in attempts to assess institutional performance and to utilize the results in improving performance, there are many impediments to the success of these endeavours. These include conceptual problems with the notion of institutional performance, inadequacies in the current measurement techniques and judgement procedures, and the mis-match between the results produced and management's information requirements. Institutional management in higher education has unique characteristics which give rise to particular information needs. The existing approaches to institutional evaluation vary in their ability to provide information meeting management's requirements.     

海洋教育评价的逻辑理路与指标体系

海洋教育学需要在理论研究、实践研究、智库研究和评价研究等四个方面形成合力,四方发力形成海洋教育的四维模式。其中,理论研究是基础,实践研究是应用,智库研究是服务,评价研究是保障。开展科学严谨的海洋教育评价是深入推进海洋教育实践、促进海洋教育开展必不可少的环节。基于培养人的海洋素养为主要内涵,以学校体系、社会体系、政府体系和研究体系等四类海洋教育机构作为评价对象,关注海洋教育评价中的政治与安全意识的主体性、人文与文化知识的人文性、自然海洋探索的科学性以及人与海洋良性互动的生态性。教育评价关注目标评价、过程评价和结果评价,海洋教育指标体系设计需要海洋素养理论、可持续发展理论、国际竞争力理论等理论支持。海洋教育评价需要重视海洋素养在评价中的核心概念作用。海洋素养和海洋教育观测点是海洋教育评价体系的重要依据。中国海洋教育评价（CMEE）分为内容评价、区域评价和机构评价三种类型,在当前机构评价是海洋教育评价的代表性形式。中国海洋教育机构评价指标体系（CMEIE,2020版）由品牌力、主题力、管理力与影响力4个一级指标构成,二级指标14项,三级指标45项,采取定量与定性相结合的方式,充分发挥国内外海洋教育专家等同行评价功能,严谨设计观测点,精准取样,将对于全方位了解我国海洋教育机构活动开展状况,引导海洋教育实践朝着科学化、精细化方向发展,具有重要的导向性作用,该指标体系将成为未来海洋教育机构评价的基础依据。     

海洋教育评价的逻辑理路与指标体系

海洋教育学需要在理论研究、实践研究、智库研究和评价研究等四个方面形成合力,四方发力形成海洋教育的四维模式。其中,理论研究是基础,实践研究是应用,智库研究是服务,评价研究是保障。开展科学严谨的海洋教育评价是深入推进海洋教育实践、促进海洋教育开展必不可少的环节。基于培养人的海洋素养为主要内涵,以学校体系、社会体系、政府体系和研究体系等四类海洋教育机构作为评价对象,关注海洋教育评价中的政治与安全意识的主体性、人文与文化知识的人文性、自然海洋探索的科学性以及人与海洋良性互动的生态性。教育评价关注目标评价、过程评价和结果评价,海洋教育指标体系设计需要海洋素养理论、可持续发展理论、国际竞争力理论等理论支持。海洋教育评价需要重视海洋素养在评价中的核心概念作用。海洋素养和海洋教育观测点是海洋教育评价体系的重要依据。中国海洋教育评价(CMEE)分为内容评价、区域评价和机构评价三种类型,在当前机构评价是海洋教育评价的代表性形式。中国海洋教育机构评价指标体系(CMEIE,2020版)由品牌力、主题力、管理力与影响力4个一级指标构成,二级指标14项,三级指标45项,采取定量与定性相结合的方式,充分发挥国内外海洋教育专家等同行评价功能,严谨设计观测点,精准取样,将对于全方位了解我国海洋教育机构活动开展状况,引导海洋教育实践朝着科学化、精细化方向发展,具有重要的导向性作用,该指标体系将成为未来海洋教育机构评价的基础依据。     

Comparing HE policies in Europe

The purpose of this paper is to develop a conceptual framework for a comparative analysis of Higher Education policies that enables us to investigate the explanatory power of structural characteristics of politico-administrative systems. The policies that are studied aim at improving the efficiency and quality of institutional performance. The paper focuses on policy trends in higher education in the eight countries in the study. It discusses how the literature on comparative political and administrative systems can help formulate assumptions about public policy making and policy change. The ideas that are developed are then applied to public reform policies in general and in the area of higher education in particular, followed by a test of the assumptions on available data on reform outcomes in the countries involved. The data indicate that a comparative politico-administrative perspective is potentially useful with regard to explaining cross national variation in higher education reform policies in Europe.     

New Approaches to University in Spain: Academic Change,Creative Dimensions and Ethical Commitment in the Establishment of the European Higher Education Area

This paper discusses the European Higher Education Area (EHEA), its creation, its guidelines, and its inherently innovative potential. It looks closely at the theoretical proposals, the innovative regulations and institutional practices in the process of academic change that relate to teaching, research and management. It also describes the emergence of creative processes in quality assurance and methodological renewal. These bring new professional challenges and educational opportunities to the fore; challenges which raise ethical issues for those involved in these approaches to universities in Spain and the European Union.     

中国三十年政治体制改革动力比较分析——以制度变迁为视角

中国的政治体制改革，具有各种动力因素问相互交织和更替的规律性特点。以制度变迁为视角，纵观30年政治体制改革的轨迹，基本经历了从“经济体制改革”到“利益多元化”、从“单边行动”到“多元主体”、从权力基点下的“强制性变迁”到利益基点下的“诱致性变迁”的动力变化过程。民主化的价值取向构成了政治体制改革的路径依赖，成为贯穿政治体制改革的一条主线。     

Expanding Problem-Solving Consultation Training: Prospects and Frameworks

Core characteristics of problem-solving consultation research, theory, and practice in psychology and education are reevaluated within the context of consultation training agendas. Features of problem-solving consultation must be reconceptualized for advances to occur in future consultation training. Specifically, the consultant-consultee relationship, coordinate power status, consultee's right to reject the consultant's suggestions, involvement of the consultee in the consultation process, the voluntary nature of consultation, and ethical issues are discussed within a broadened framework for consultation training that emphasizes a process in which consultation services can occur on a variety of consultee-client dimensions. These dimensions include case-centered consultation (e.g., teacher-based consultation, parent-based consultation, conjoint parent-teacher consultation, child-based consultation, and peer-mediated consultation), technology training with teachers and parents, and organizational consultation. The expanded conceptual framework for consultation involves not only a reconceptualization of traditional problem-solving consultation core characteristics for practice, but also agendas for new areas within consultation training curricula at both the preservice and inservice levels. Moreover, such a broadened framework demonstrates the necessity for incorporating empirical research from other areas of psychology, education, and organizational management within the area of school consultation.     

Absurd Conversations: On the educational value of interlocutionary misbehaviour

This essay argues that there are educational situations in which interlocutionary misbehaviour in the form of withholding 'good will' can have educational value. It describes an exchange between a teacher and a student in which the teacher withheld good will, and analyzes this exchange through conceptual frameworks of performative contradiction and differend, provided by Derrida and Lyotard, respectively. It further analyzes how context, power, and ethical considerations affect the evaluation of instances of interlocutionary misbehaviour. The essay ends with the ironic observation that even in cases in which refusing to extend good will to one's interlocutor is educationally pertinent, good will is not absent from the exchange altogether.     

白居易的理想人格——兼论渭南“三贤”的理想人格

渭南"三贤"有着责任意识与济世之风,"三贤"把勇气、智慧和创造力应用于庄严的道德实践,表现出独特的精神力量和深邃思想,以此展示其儒家理想人格。儒家理想人格是高度政治化意识形态的实践所体现出来的特征,同时也具有普遍性,是民众追求和努力实践的目标。因此,渭南"三贤"的理想人格永远具有感召力,其精神永存。     

Pressure Points: Intersections of Homophobia,Heterosexism, and Schooling

I examine pre-service elementary school teachers’ process of defining diversity as part of a state-mandated, high-stakes, teacher education portfolio benchmark; metaphors’ roles in their defining process; the evaluation mechanism, and the literal and metaphorical bench-mark boundary these pre-service teachers must reach to enter the profession. Using Foucault's analysis of the relation among words, things, and truth and Ogden and Richards’ definition theory as lenses, I analyze the dilemmas, ambiguities, negations, and contradictions these pre-service teachers encounter during the definition-writing process and their attempt to match their definitions of diversity to what they believe to be a concrete, absolute object, entity, or thing called diversity. Their belief that diversity is a concrete, fixed, discoverable Truth bumps against the possibility that diversity is ambiguous, negating, contradictory, and gigantic in scale. Institutionalized diversity promotes political and economic, institutional well being; discourse exposes itself as political power medium and source of subject formation. Ultimately, diversity explodes the epistemic underpinnings that lead to the expectation that one can reify diversity, wedge it “solidly in a space of visible reference points” (Foucault 1983, 17), and imprison it within institutional boundaries.     

Justice and Lecturer Professionalism

Lecturers have significant de facto power and responsibility as arbiters of student justice. However, while the literature on ethics in higher education principally focuses on a self-regarding agenda connected with research codes and power relationships between academics, the more practical concerns of pedagogy tend to be overlooked. Moreover, while many new lecturer programmes stress competence in teaching techniques they tend to give restricted attention to many of the ethical dilemmas which confront university teachers in their daily lives. This paper addresses this imbalance by presenting a conceptual framework for debating the ethics of pedagogy based on four forms of justice. The concepts of procedural, retributive, remedial, and distributive justice are presented as a means of incorporating many of the key ethical challenges that confront lecturers new to higher education. The justice framework is also recommended as a means of encouraging practitioners to identify their own key ethical principles.     

Teaching philosophies reconsidered:A conceptual model for the development and evaluation of teaching philosophy statements

Increasingly, the requirements of applicants to academic faculty positions, promotion and tenure procedures, nominations for teaching awards, or other application processes for innovative teaching grants worldwide include a teaching portfolio or dossier or a statement of teaching philosophy. Current literature provides a spectrum of approaches to constructing a teaching philosophy statement. While these resources provide practical utility, this literature generally lacks conceptual models that provide clear operational definitions and comprehensive frameworks for the process of generating or evaluating a teaching philosophy statement. However, this literature does illustrate the complexity of the task. Each teaching philosophy statement reflects not only personal beliefs about teaching and learning, but also disciplinary cultures, institutional structures and cultures, and stakeholder expectations as well. This synergy among self, discipline, and institutional context guided the development of a conceptual model for constructing a teaching philosophy statement. Based on the authors' survey of the literature, a conceptual model was developed, and then refined in a series of three workshops that included input from graduate students, academic faculty, faculty developers, and academic managers (administrators). The resulting conceptual framework includes the six dimensions commonly found in a survey of faculty teaching philosophies: the purpose of teaching and learning; the role of the teacher; the role of the student; the methods used; evaluation and assessment of teaching and learning; and also includes two framing devices - a metaphor or a critical incident and a device for acknowledging the impact that contextual factors have on teacher decision making. This paper describes the development of this conceptual model, and provides an evaluation rubric that can be applied to assess teaching philosophy statements generated using the proposed framework.     

教育治理现代化的本质、逻辑与基本问题

教育治理现代化作为国家治理现代化的重要组成部分,应归属到政治学、社会学、教育学、管理学的综合范畴。教育治理现代化涵括教育治理体系现代化与教育治理能力现代化,主旨为解决教育发展过程中所遇到的制度障碍、利益冲突、权力矛盾等从而实现教育强国。教育治理现代化的核心理论特质是新时代中国特色的教育政治学,依据教育规律和国情的顶层设计与实践探索是新时代中国特色应有的教育治理模式。正确认识与推动中国教育治理现代化,必须深入理解和把握它的理论逻辑、历史逻辑和实践逻辑,确立教育治理现代化在国家治理现代化体系中所具有的优先地位;厘定和阐明它的基本问题域,即为治理主体、治理对象、治理方法与过程和治理评价等要素及其关联。     

汉文帝时期的朝政制衡与施政精神

汉文帝时存在较广泛的朝政制衡机制,包括廷议制度、大臣奏疏、吏民上书言事制度等。这种备受史家称道的"治体",其实便是以黄老兼容儒家的政治原则为支撑而塑造的一种伦理政治模式。     

Politics and quality in administrator evaluation

The evaluation of administrators is still in a primitive stage, despite the fact that many recent publications have addressed the topic. Two aspects of the evaluation process—internal institutional politics and quality, not quantity, as a dimension of both the evaluation process itself and the performance of administrators—have not received the attention they must if administrator evaluation is to be effective. A case study of administrator evaluation at The University of Toledo, a process grounded in an awareness of internal political realities and an understanding of the need to incorporate qualitative dimensions, has important implications for practitioners and theoreticians.Presented at the Twenty-First Annual Forum of The Association for Institutional Research, Minneapolis, May 1981.