Racial Identity Theory and Peace Education: Tools for the Teacher In All of Us

As people develop a meaningful understanding of racism, they also experience shifts in their appraisals of self and others as members of an unfairly stratified society. Consistent with the premises of Helms' (1995) racial identity theory, these shifts can be explained as transformational processes that have relevance to matters of morality and peace advancement. Individuals who operate at advanced levels of racial identity development overcome the confinements inherent in a racism Zeitgeist and in so doing, learn to accept themselves and others more authentically. This theory can prove crucial to peace promotion in children because it espouses to nurture the integration of self within the broader spectrum of humanity. Educators who transform their selves can also transform their educational practices by disrupting cycles of socialization that adversely influence children's identity formation. They can also contribute to the creation of new structures of socialization. In this paper, I describe this theory and how it applies to peace education.     

Social changes and the revival of liberal education in China since the 1990s

China’s higher education placed exclusive emphasis on narrowly specialized education and neglected liberal education before the 1990s. However, along with the dramatic social changes since the 1990s, liberal education has revived in China. This paper first examines the characteristics of higher education in China before the 1990s, and then explores the ideas, policies, and specific measures in higher education reform since the 1990s within the larger social context, and thirdly, with a case study on the “liberal education curriculum” introduced by Peking University in 2000, it investigates the ideas, contents and characteristics of liberal education. Finally, it reveals the rationale for the liberal education revival in China.     

肯尼迪(Kennedy)政府对非洲的粮食用于和平计划评析

20世纪60年代初,由于艾森豪成尔(Eisenhower)政府在非洲的粮食用于和平计划未能取得满意的结果,肯尼迪政府适应形势的变化提出了粮食用于发展的主张,进一步发展了该计划。肯尼迪政府对非洲的粮食援助计划虽然有积极的意义,但并未能完全突破艾森豪威尔政府的冷战思维,也有很大的局限性     

文科辅导教学的话语策略

在远程教育辅导教学中，采用恰当的话语策略是十分重要的。文科辅导课常用的话语表达方式，有个性复述法、定义构成分解法、概括法与再概括法、关键词法、例证法、辅导重点法及辅导性的板书法等。     

文科高等数学教学改革的认识与实践

大学文科高等数学的教学改革势在必行。针对目前的教学现状，就如何加强教材建设、教学方法的改革、师资队伍的建设以及学生学习评价体系的建立等方面作了有益的探索和实践。     

论中国和平崛起的国际战略新思想

中国"和平崛起"的国际战略新思想,是新形势下以胡锦涛为总书记的党中央新一代领导人在继承、坚持我党独立自主的和平外交思想的基础上,弘扬与时俱进的精神,进行时代创新的理论结果。但在中国和平崛起的新征程中,面临着诸多的不利因素和挑战,需要我们去积极应对。中国的和平崛起符合中国和全世界人民的共同利益,有利于维护世界的和平与发展。     

和平崛起中的中国和印度的关系

目前中印两国作为亚洲正在崛起的大国,两国之间正朝着更加成熟、更加理性、更加务实的方向发展。中印关系的发展会影响世界的发展,所以双方只有在保持合作、共同利益的基础上,摒弃传统地缘政治观念,用新的安全观取代均势理论,互不谋求建立势力范围,正确对待两国崛起的事实。     

基督教与新南非的和平与稳定

新南非建立初期，国家面临种族、党派、政治、经济、社会治安等多种矛盾，南非本土基督教组织把非洲本土的政治、化与西方的基督教思想、民主精神相结合，强调民主、平等的同时，提倡爱与社会整体的和谐，在经济上帮助穷人，用宗教唤起人们的良知，让罪犯在上帝面前主动认罪，让黑人重新找田自信，为化解新南非的种种矛盾，为它在和平、稳定中逐步走向繁荣作出独特的贡献。     

论中国特色的和平学的构建

和平研究是弥久而常新的重大问题,中国具有十分丰富的和平文化积淀,应该创建中国特色的和平学.中国特色的和平学应该包括奠基于中国文化特色、具有时代特色和普世价值的和平理论研究,包括对重大和平问题的研究,对和平战略的研究,以及开展和平文化的普及、进行和平教育等内容.中国特色的和平学的建立和发展具有十分重要的理论和实践意义.     

关于文科《高等数学》课程设置的一点构想

本文就大学文科《高等数学》课程设置问题,结合教学体会从课程内容、课时安排及教学方法等几方面谈一点构象。