Depth psychology and giftedness: Bringing soul to the field of talent development and giftedness

While the field of gifted education has relied on educational, cognitive, counseling, behavioral, developmental, and social psychology, the domain of depth psychology offers special insights into giftedness, especially with regard to individuation. The notion of passion, or the thorn (J. S. Piirto, 1999, 2002), the incurable mad spot (F. C. Reynolds 1997, 2001), the acorn (J. Hillman, 1996, 1999), the daimon (C. G. Jung, 1965); the importance of integration through the arts and through dreams; the existence of the collective unconscious; the presence of archetypes; and the transcendent psyche—all have resonance with the binary etymological idea of “gift” as both blessing and poison. Depth psychology offers a way of understanding that is physical, psychological, and spiritual.     

Distance education and distance learning: some psychological considerations

Face‐to‐face education and distance education, viewed as differing sets of organisational provisions for the fostering of learning, emphasize different kinds of learning processes, and depend upon somewhat different psychological properties in learners. Nonetheless, all practical learning settings, whether they are labelled ‘school’, ‘adult education’, ‘distance education’, or something else, involve a mixture of face‐to‐face learning and distance learning. The psychological difference between the two kinds of setting is thus note purely qualitative in nature, but is also quantitative: for instance, certain learner characteristics which are useful in face‐to‐face learning (discussed in detail in the body of the present paper) are indispensible for distance learning, while certain processes which are at the heart of distance learning (also dis‐cusssed in detail later) are often given little emphasis in face‐to‐face settings, although they are in principle possible and even desirable there. The question thus arises of whether it would not be desirable to give more emphasis in face‐to‐face settings to psychologically desirable aspects of distance learning.     

Institutional and cultural political resistance: Necessary conditions for the transformative intellectual

This naturalistic case study of a group of eighth grade middle school teachers depicts them asresistant in two areas: institutional politics and cultural politics. These resistances are first described and then analyzed. Resistance is then connected to what counts as the transformative intellectual. The conclusion suggests that both types of resistances may lead to a teacher commitment in acting to counter ideological barriers. Counterhegemonic possibilities, then, becomes a real potentiality.     

经济外交与保障我国政治安全的作用

二战后,国际政治经济关系的日趋多元,国家在设定本国国家利益的目标上也随之多元,外交的内涵和外延都得到扩大.在经济全球化程度日益加深,世界经济相互依赖日益加强的情况下,经济手段愈来愈多的被国家用来实现其政治战略目标.经济外交对保障一个国家的政治安全发挥着越来越大的作用.     

政治文化语境下写就的《红岩》

20世纪50、60年代的政治文化使文学与政治的关系变得更为密切,也正是政治浓墨重彩的正面融入文学创作过程,使得《红岩》取得了极大的合法性,加上在文学艺术上的不俗表现,《红岩》成为反响最热烈、普及最广泛的长篇小说之一,被公认为当代文学的经典文本。《红岩》的成功实践表明,文学难以避开政治,关键是如何让政治成功切入,将文学的社会政治性和审美艺术性更完美的结合起来,使之成为有机的整体。     

加强心理健康教育,增强思想政治教育实效

高校思想政治教育不是一句空话,也不是可有可无的摆设,而是一种与学生管理教育工作相互贯通的、与学生自身的成长成才密不可分的实实在在的工程。高校辅导员是大学生日常行为的直接管理者,是大学生日常思想政治教育的主要实施者。高校辅导员,应当充分认识高校思想政治教育工作的意义所在,增强责任意识,立足社会需要,立足高校教育工作实际,紧跟时代变化,在日常思想教育工作实践中,不断开拓思想政治工作的新局面。     

Individualism,instrumental reason and policy texts: some considerations from the perspective of contemporary political philosophy

This article dialogues with Matthew Weinstein’s paper named “NGSS, disposability, and the ambivalence of Science in/under neoliberalism”, in which he explores the argument that at the same time the NGSS framework is largely identified with neoliberal discourse, it presents points of ambivalence and resistance within. In this dialogue, we focused on two topics that we believe are important for the discussion of the ambivalences highlighted in the author’s argument, namely: the the social production of indifference as a consequence of the neoliberal ideology and the production of a version of science streamlined for the neoliberal technoscientific job market within the ‘neoliberal ecosystem’. Based on the thesis of the Canadian philosopher Charles Taylor on ethics and on the concept of hybridism, we linked Weinsteins’ analysis to issues related to individualism and instrumental reason, pointing out that it is possible that the ambivalences highlighted by Weinstein are, in fact, a component of neoliberal discourse. Nevertheless we agree that this kind of text presents loopholes that allows practices oriented for social change and for the improvement of democracies in progress. We conclude that for those who dedicate themselves to reflect upon educational strategies to cope with the hegemonic model remains the challenge of finding spaces and times in the curriculum in order to explore the gaps in policy texts and, more important, to promote the experience of democratic practices throughout the school communities.     

文化维度下的思想政治教育探析

思想政治教育同文化有着不可分割的内在联系,从文化维度来研究思想政治教育具有重大的理论和实践意义,其实质是在传统的思想政治教育研究中引入"文化"的相关理念,促使思想教育活动与时代的文化大环境之间良好契合。从文化维度的角度来研讨思想政治教育相关理论问题对于改变传统研究方式,是一种有益的尝试。     

论传统文化教育与高校思想政治教育的契合

加强大学生思想政治教育是当前急剧转型时期高校教育工作者面临的现实而紧迫的重大课题,人文教育是其重要的一环,而传统文化又是人文教育中最重要的因素之一。中国传统文化中蕴含着非常丰富的道德观和人文思想,对中国传统文化的学习将有利于提高大学生的传统文化素质。特别是在当代,西方价值观横行肆虐,更加要求在高校思想政治教育中渗透传统文化的因素,并将两者有机结合,更好地促进高校思想政治工作的顺利开展,大力提升当代大学生的思想道德水平。     

Conceptual,pedagogical, cultural,and political dilemmas of implementing a constructivist workshop approach to teaching literacy

Approached as an epistemology, implementing a constructivist workshop approach to literacy can challenge the traditional paradigm of teacher-focused instruction and transform to one where students construct knowledge together and learn through active engagement in authentic reading and writing. This study illustrated how two third-grade teachers managed the conceptual, pedagogical, cultural and political dilemmas they encountered when they began implementing a constructivist workshop approach to literacy. This study validates the disquiet and discomfort teachers may feel as they utilize new curriculum, illustrates that a workshop approach requires an understanding/articulation of personal and curricular pedagogical and epistemological foundations, and encourages administrators to recognize that teachers need time and space to take risks and reflect on their work.     

Academics' social media use over time is associated with individual,relational, cultural and political factors

The use of social media in academics' lives is well documented; however, researchers have a limited understanding about whether, why and how academics' social media use changes over time. Through interviews with 12 scholars, we identify multiple reasons that lead them to change their use of social media over time. Specifically, scholars report their social media use changing as a result of personal life events; professional transitions; concerns related to online privacy and self-protection; evolution of technology; their desire to develop and nurture relationships; awareness of the needs of others; and, the political climate. These findings reflect individual desires and broader cultural shifts, indicating that scholars’ use of social media is impacted not just by their individual preferences, but also by forces that impact upon them.     

高校思想政治教育中要加强心理教育

为了更好地促进高校思政工作的健康发展,我们要加强高校学生的心理教育,从而积极改善当前高校的思政教育现状。     

A lamp for Diogenes: Leadership giftedness and moral education

Science education for the gifted should be modeled upon the professional scientist's approach to solving problems.     

文化产品在大学生思想政治教育中的作用

文化产品作为人类精神文化的凝聚物和价值观传承与创新的载体,理应在大学生思想政治教育过程中发挥其独特作用。文本从文化产品的内涵和其象征性、价值传递性和意识形态性等特点出发,阐述文化产品与大学生思想政治教育的关系,从而分析文化产品在大学生思想政治教育中的重要作用。