The University,the State,and Civil Society

This article discusses the contributions of modern universities to civil society in the light of recent university reforms in western European countries. It seeks to position modern higher education reforms based on New Public Management ideas into three different contexts: the normative ideals surrounding university activity, the organizational ideals related to university governance, and finally, the actual recent reform processes and their implications for civil society. A central idea in the following analysis is that the university makes its primary contribution to civil society in its capacity as a cultural institution. The article concludes with a discussion of the conditions under which such a contribution may be sustained.     

电大教育、社区教育与学习型社会建设

推动全民终身学习,为学习型社会建设服务,已成为电大教育的基本属性与根本定位。电大较为完善的教学管理模式、学习支持服务体系、质量监控评价系统及其运作机制,理应为终身教育实践所共享,其在社区教育中具有某种创新性质的尝试,为推进学习型社会建设提供了借鉴与参考。目前,制约学习型社会建设的主要因素：一是“体制”,二是“平台”,其核心是组织管理与公共服务。电大教育只有持续加强服务社会的能力建设,在社区教育中不失时机地做出应有贡献,实现科学、和谐发展。     

Sustainability,Higher Education and the Learning Society

The Dearing Report emphasised the idea of a 'learning society' as the new context of UK higher education, but conceived this on a model of adaptivity to economically- and technologically-driven change. While there are real shifts in their social relations here with which universities have to reckon, they can also be understood on a much richer model of exploratory social intelligence. The growing concern for environmental sustainability is both a recognition of the need for this alternative model, and a major ground of its importance.     

Globalisation,the Learning Society and Comparative Education

Extending the logic of industrialism thesis, it is argued here that the world now has a global infrastructure, information technology empowered by those who control capital. Globalisation has resulted in the development of learning societies as a superstructural phenomenon. Four dimensions of the learning society are analysed in this article and the implications of these are explored for the study of comparative education. The thesis of the article is that the field of comparatives is broader than education itself, and that reasons for comparative studies have changed little since early adult education comparativists met in 1966 and agreed on a number of major themes.     

Knowledge Society,Education and Aid

The paper describes the salient features of the emerging knowledge society, its relationship with education, the role of the international organisations in knowledge development and knowledge management, and specifically the need for knowledge-based aid policies. The paper argues that development of strong education systems, including specifically higher education and research systems, is a necessary prerequisite for development of a knowledge society. International aid organisations have been active in the development of education directly, and thereby in knowledge development indirectly in developing countries. Some organisations have also initiated efforts that aim at knowledge development and management directly. But the approaches of international organisations for knowledge development and management need to be modified to suit the divergent dynamic socio-economic conditions and national policies. Also based on the principle of comparative advantage, it can be suggested that knowledge development should be the main responsibility of governments in developing countries, while knowledge management could be the task of the international aid organisations.     

教育、收入与社会和谐

教育对收入分配有着重要的影响,而收入分配不均是影响社会和谐的重要方面,研究教育与收入的关系,对构建和谐社会具有重要的理论意义和现实意义.本文从不同教育层次的收入差距、收入稳定性、收入的信号及生产功能等方面阐述教育对收入的影响,以及与构建和谐社会的关系,并在此基础上提出一些政策性建议.     

Interculturalism,Intercultural Education,and Chinese Society

Globalization is bringing about a new paradigm of super-diversity which is resulting in all societies becoming more culturally diverse. Interculturalism, as a new model which responds to this increasing diversity, rejects all forms of discrimination based on differences, instead embracing reciprocity and accommodation. Interculturalism theory is characterized by integration, cohesion, and intercultural dialogue. Compared to multiculturalism theory, interculturalism theory discusses how to make a society more cohesive and accommodate people from different cultures. Interculturalism features a stronger sense of whole. Therefore, in intercultural education, intercultural competence is highlighted in order to catalyze dialogue between people from different groups. Interculturalism has a role in increasing the current level of diversity within contemporary Chinese society. Furthermore, Confucius’ ideal of Great Harmony, which values integration while respecting differences, echoes the tenets of interculturalism. In conclusion, interculturalism can serve as an effective theory for cultivating a shared society.     

Globalisation,the State and Education Policy in Singapore

This paper explores the concept of globalisation and educational policy making in the context of a recently developed ‘strong state’, Singapore. It suggests both the need to clarify the concept of globalisation from such concepts as dependency and centre-periphery and to avoid overly deterministic accounts of the influence of global trends on education policy making. An analysis is provided of policy initiatives in Singapore between 1979 and 1991 located within state-based imperatives to respond to both global and state-centric challenges.     

Education and the Pluralistic Society

The "Spanish Society for Education" (Sociedad Española del Pedagogia) sent out general invitations to its national congress, held every four years, in Antiage de Compostela in the Spanish region of Galicia between July 3 and July 7, 1984. Its topic was "Education in a Pluralistic Society" (Educación y Sociedad Plural), probably the most timely and extremely controversial topic among the Spanish public.     

父母、国家与儿童的教育

父母与国家都对儿童的教育享有权利,但又有所区分.父母教育权的内容既及于家庭教育,也及于学校教育,包括教育选择权和学校参与权.承认并扩大父母的教育权已得到各国、地区及国际法的重视,也亟需我国教育立法的正面回应.     

社会与教育

社会的飞速发展，时代的不断变迁，逼迫着教育只能马不停蹄地飞奔。教育将奔向何处？这绝非一条没有目标的飘忽不定的路径。顺应时代，与社会同步行进，则是教育唯一的可选之路。     

国家与社会的冲突和整合——论明清民事法律规范的调整与农村基层社会的稳定

国家与社会的关系问题,一直是学术界讨论的热点问题。在中国古代社会,国家与社会的矛盾、冲突与对立是经常存在的,有时甚至极为激化。如何解决这一问题,往往成为社会是否稳定的关键所在。对此,不仅封建统治者关注它,希冀维护和巩固其统治;而且在朝和在野的官僚和士大夫亦十分关注它,并力图去寻找解决国家与社会矛盾、冲突和对立的最佳对策与方案。该文以明清时期国家与社会为样式,从明清时期最高统治者对民事法律规范不断调整以缓解国家与农村基层社会之间的矛盾、冲突与对立的角度,探讨和剖析了中国封建社会客观存在的国家与社会的冲突与整合问题。指出：明清时期民事法律规范的调整,对农村基层社会的稳定具有重要的促进作用。     

义务教育、教育公平与构建社会主义和谐社会

教育是社会和谐的基础,义务教育则更是其基石。义务教育的实质在于体现社会公平,教育公平则是实现社会公平最有效的手段之一。普及义务教育、实现教育公平关系到社会主义和谐社会的建设。     

Philosophy for Children,Values Education and the Inquiring Society

Abstract

How can school education best bring about moral improvement? Socrates believed that the unexamined life was not worth living and that the philosophical examination of life required a collaborative inquiry. Today, our society relegates responsibility for values to the personal sphere rather than the social one. I will argue that, overall, we need to give more emphasis to collaboration and inquiry rather than pitting students against each other and focusing too much attention on ‘teaching that’ instead of ‘teaching how’. I will argue that we need to include philosophy in the curriculum throughout the school years, and teach it through a collaborative inquiry which enables children to participate in an open society subject to reason. Such collaborative inquiry integrates personal responsibility with social values more effectively than sectarian and didactic religious education.     

Family Education, State Intervention and Political Liberalism

This paper tries, from the perspective of political liberalism, to answer the question whether parents can fail in the moral upbringing of their children to the extent that the state has the right to intervene or to override their legal authority over their children. It is argued that state intervention must meet the liberal criterion of justificatory neutrality, and, on the basis of a discussion of the notion of 'reasonable citizens', that only serious parental failure to inculcate basic rules can justify judicial intervention in the family that meets this criterion. It is concluded that political liberalism burdens the state with incompatible demands.     

文化、社会与教育的关系

文化是人类经历的全部事物,由观念与思想、价值与判断、符号与行为、制度与机构等结构要素构成层次性关系。社会是运行到当下时间和空间的文化与内外部条件相互交错而形成的现实人群关系结构,即人类生命延续过程中文化变迁的现实结构,是人为了生存而结成的群体。社会结构的基本要素是信仰、法律、经济、政治,其存在基础是自然条件、环境状况、人口素质和文化类型。教育与文化、社会的共同中轴是生命尊严。教育是"文化-社会"的调节机制,教育的过程是"文化-社会"过程。教育与文化、社会构成"文明",教育的使命在于持续建设人类文明。