THE INTEGRATION OF RESEARCH,EDUCATION, AND PRACTICE IN GERONTOLOGY: SOCIAL WORK EDUCATION AT THE UNIVERSITY OF QUEENSLAND

This article focuses on the development of education relating to aging in a specific professional education program: social work at the University of Queensland. A brief outline of features of the aged population and services for the aged in Queensland, an Australian state, is given as a background for describing one approach to gerontology education with the University of Queensland social work faculty. The challenges and tasks of curriculum development in relation to gerontology in a generic undergraduate course are described. Specific training in gerontology at a theoretical and practical level is provided through field practicums in an institution for the aged and proposals to extend this to a community‐based practice research program for the aged are outlined. To give a combined approach to social work, current research programs relating to this program — social policy and aging — are described.     

试论社会稳定与和谐社会构建

维护社会稳定,是构建社会主义和谐社会的必然要求.和谐社会的首要标志便是稳定和有序.但是,当前在我国还存在着诸多影响社会稳定的因素.本文从多角度、多侧面探讨了如何确保社会稳定,促进和谐社会的构建.     

高校社会体育专业建设与学生社会实践能力的培养研究

本文采用文献资料、访谈调查和材料统计分析等方法,着重对我院和安徽省现有6所高校社会体育专业建设与学生社会实践能力培养的现状及有关计划措施,进行专题调研和分析。结果表明:当前我院和安徽省高校社会体育专业建设还处于探索阶段,培养目标尚不明晰,学生社会实践能力和人才培养的质量与规格要求,尚不能满足社会需求。研究认为:为了不断培养与当代社会发展相适应的体育专业人才,进一步增强社会体育专业的办学活力,必须根据社会需求,加强专业课程与学科建设,加快调整专业结构,强化学生能力的培养。只有不断深化改革,面向社会、依托市场、协调发展,才能取得良好的办学效益。     

社会转型时期社会治理的道德教育体系

社会转型时期社会治理的道德教育体系应该包括民主观、公正观、平等观、人道观和自由观,这些是善待他人的道德观,也是解决瑞士教育家裴斯泰洛齐道德教育难题二的重要教育内容。这五观在内容上相互包含,功能上相辅相成,实施中相互支撑,是全息统一的。     

民办基础教育可持续发展的制约因素及其对策

改革开放以来,我国民办基础教育获得了较大发展,成为公办教育的有益补充。但其发展仍然受到属性定位不明确、产权界定不明晰、合理回报率不确定、制度供给不充足、政府管理不到位等因素的制约,必须加强民办基础教育的法制建设,分类确定民办基础教育学校的身份,明确界定产权关系,正确对待营利性与回报率,建立民办基础教育统筹管理制度,以推进民办基础教育的可持续发展。     

AGREED SYLLABI AND UN-AGREED VALUES: RELIGIOUS EDUCATION AND MISSED OPPORTUNITIES FOR FOSTERING SOCIAL COHESION

ABSTRACT:  Religious education (RE) has often found itself at the centre of debates about education's role in promoting social cohesion in contemporary multi-religious societies. The paper considers RE's relationship to religious plurality within the broader context of politics of curriculum and debates on pluralism. Drawing upon the recent works on the history of religion and using the teaching of the histories and cultures of Muslims in RE as a case study, it argues that RE has yet to fulfill its potential in this regard. The paper examines reasons for this and recommends alternative approaches to content which may help RE rise to the challenges posed above.     

PROTAGORAS ON EDUCATION AND SOCIETY

... So Zeus, fearing that our race was in danger of utter destruction, sent Hermes to bring respect and right among men, to the end that there should be regulation of cities and friendly ties to draw them together ... ; let all have their share fof virtue] ; for cities cannot be formed if only a few have a share of these as of the other arts.

Plato, “Protagoras 322, trans. D. E. Lane Education does not take root in the soul unless one goes deep. Protagoras, in Freeman, Ancilla to the Pre‐Socratic Philosophers, p. 127.     

基础教育改革与中国教育学理论重建研究

本书是叶澜教授主持的教育部重大攻关项目结题成果。该书包括总述和总报告两大部分。总报告由三大部分组成。一为基础教育改革的宏观研究，二为学校改革研究，三为中国教育学理论的重建。第一，在关于当代中国基础教育改革的整体认识上，提出了一些新视角和新认识，丰富了关于教育与社会关系，教育系统内部相互关系的复杂性，     

MULTINATIONAL INTEGRATION AND NATIONAL EDUCATION SYSTEMS: THE CASE OF AUSTRIA

This article examines the question of European integration from the vantage point of national education systems. Taking Austria and its education system as examples, it argues that even if Austria should join the European Community, it does not follow that its education system should be merged into a common education system. Just as the European Community is not the same thing as a united Europe, education systems are so closely linked to their individual countries that they should not be turned into supranational organizations, even if other national institutions lend themselves to this kind of integration.     

论高等教育的基本性质

高等教育究竟具有什么样的性质?答案众说纷纭。有两种具有代表性的观点:一是认为高等教育的基本性质是教育的专业性;二是认为高等教育的基本性质是学问的高深性。本文在评析这两种观点的基础上,提出了关于高等教育的“三性说”,即高等教育具有学术性、职业性和人文性,三者相辅相成,存在和统一于各种类型的高等教育之中,构成高等教育的基本性质体系。     

THE DEMOCRATIZATION OF EDUCATION: BASIC PRINCIPLES

Social progress being based on an efficient education system and greater efficiency being linked to democratization, immediate steps must be taken to democratize education at all levels in line with the steps being taken to democratize society. Educational democratization is based on the interaction of four major interrelated components: the democratization of the forms of educational activity, the democratization of the content of education, the humanization of the functioning of education institutions and extra‐curricular student activities, and the democratization of the interactions of education with the other spheres of social life. The tasks at hand require the co‐operation of legislators, economists, sociologists teachers, and educational administrators and the passage of a new comprehensive law on education.