从科举考试看晚清学术转向

晚清时期,伴随时局变化,学术也发生了转向,基本呈现出汉学由盛而衰、今文经学大兴、理学中兴而衰败的学术格局。透过科举考试来审视这一学术转向,不仅可以发现科举考试与学术转向之间有紧密关联,而且可以给学术史研究提供一个新颖视角。     

论儒藏思想的发展

儒藏思想是中国古代藏书思想发展中的重要理论成果。儒藏思想吸收了佛藏与道藏思想的精华,并推进了古代公藏思想的发展。文章系统回顾了我国古代儒藏思想的起源与发展历史,对丘濬之"藏书分三处"思想、陆世仪"藏书邹鲁"思想、曹学佺"儒藏"思想、周永年"儒藏说约"等代表性思想的核心内容和理论成就分别进行了总结、分析和评价,并对儒藏思想影响下,清代公藏实践及儒藏思想的进一步发展进行了总结。     

儒家工商业思想三题

儒家充分肯定了社会分工和商品交换的必要性,主张鼓励和扶持民间工商业的发展,同时对民间工商业可能导致的某些弊端也给予了应有的警觉.儒家还论证了因势利导的工商管理原则,并对国家干预进行了多方面批判.     

Research on Divorce, Separation and Family Change: Messages for Practitioners

The JRF has supported a series of twelve research projects about the effects of divorce and separation. This paper highlights key messages and common themes that emerge for practitioners working with children and their families.     

浅析"原心论罪"

本文简要地分析了中国法律传统中“原情定罪、原心定罪”的法律心理和法律原则的形成，并指出了它作为一种价值趋向对于中国法律实践的影响。     

现代企业管理对儒家礼学思想的吸收

针对现代企业管理面临的新问题,我们剖析了儒家礼学具有人本管理的理论:如道之以德,齐之以礼;礼之用,和为贵;君使臣以礼;臣事君以忠等.以这些理论在当代管理中的运用进行了探讨,以便进行科学管理,达到以人为本的目的.     

Beyond the Black–White Test Score Gap: Latinos’ Early School Experiences and Literacy Outcomes

Data from the Early Childhood Longitudinal Survey–Birth Cohort are used to analyze the factors that lead to the reading readiness of children who participate in nonparental care the year prior to kindergarten (N = 4,550), with a specific focus on Latino children (N = 800). Stepwise multiple linear regression analysis demonstrates that reading scores are significantly influenced by the type of care provided the year prior to kindergarten, the caregiver’s education and beliefs about kindergarten readiness, as well as access to books and a computer in the home. Furthermore, mother’s level of education and marital status are important predictors of reading aptitude.     

《论语》的礼学思想对高校育人工作的启示

《论语》是孔子思想的精髓体现,“礼”是孔子道德思想的核心。高校承载着让学生成人成才的教育使命,教育人、发展人是高校思想政治工作的核心要务,这与“礼”的育人本质是一致的。高校育人工作应该从培育学生的“仁爱”之心,丰富学生的礼仪情感,创设践行礼仪的环境三个方面入手,让学生做到礼从心生、礼中有情,实现以礼育人。     

The influence of traditional beliefs on Vietnamese college lecturers’ perceptions of face

In an East Asian context heavily influenced by Confucian ideas on principles for living and behaving, ‘face’ plays a significant role in Vietnamese people’s thinking and behaviour. In the context of education, Vietnamese teachers’ concerns of saving face in classrooms have been implicitly taken for granted but not yet seriously examined in academic research. The paper addresses this gap in the research literature by presenting the results of interviews with 15 lecturers in a Vietnamese Teacher Training College. It is argued that the concepts of face and saving face are significant to the participants and their ideas of saving face are largely influenced by traditional Confucian standards in education. In particular, teachers are believed to save face by upholding the belief that they represent an unquestionable source of knowledge, maintaining a ‘noble distant image’ in relations with their students, and receiving respectful behaviours from their students. These beliefs could be one source of resistance to educational reforms regarding interactive pedagogies in Vietnamese higher education. It is argued that teachers’ concerns of saving face in Vietnamese classrooms deserve more attention from educational planners and researchers.     

儒家论公

崇公抑私作为儒家处理社会关系的基本方式确立了其对公的尊崇的价值取向,使得公蕴含着巨大的道德力量。传统儒家对公的尊崇主要通过确立公的神圣性、政治性与道德性而展开。现代新儒家以接续儒学道统为己任,倡导返本开新应对文化危机,但是由于对儒学道德理性主义的固守使其不可避免带有历史的局限性。