现代性的变奏曲——浅析传播学的第四学派媒介环境学派

技术和人的关系是媒介环境学无法绕开的核心问题。对这一问题,媒介环境学的理论发展过程表明,它所奏响的是现代性的变奏曲。在麦克卢汉时代,英尼斯和麦克卢汉注重考虑"技术给人带来什么",而不追问"技术对人做了什么",这一共同特征使他们的理论带有"技术决定论"的色彩。波兹曼将媒介和文化结合起来,对印刷术评价较高,而对摄影术、电视评价较低,认为它们侵蚀了启蒙时代苦心树立起来的主体地位,具有反现代性的色彩。后麦克卢汉时代,影响最大的莱文森提出了人性化趋势理论、补偿性媒介理论和新型地球村理论,高扬人的理性,预言新媒介技术将带来更好的民主和更好的地球村。在理性、民主这些现代性价值遭遇反思的今天,它们也未能完满解答技术和人的关系本质。     

农村留守儿童教育问题解决的再思考——基于现代化的视角

伴随现代化的历史进程,我国农村留守儿童已经成为一个庞大的社会群体。农村留守儿童面临着严峻的教育问题,既严重制约着留守儿童的身心健康,也制约着社会现代化的进程。解决农村留守儿童教育问题需要：加速社会现代化,让留守儿童不再留守;促进政治现代化,建立公共治理结构,健全以政府为主导的社会支持系统;构建现代教育体系,建立健全以学校为中心的联防育人机制。     

Extending science beyond the classroom door: Learning from students' experiences with the Choice,Control and Change (C3) curriculum

This article describes the experiences of seventh‐grade students living in high poverty areas of New York City who participated in the Choice, Control and Change (C3) science curriculum. Data were collected from eight case study students in the form of individual interviews, classroom observations, and student artifacts. Analysis of these data revealed that students were able to extend their C3 science understandings beyond the classroom door by developing and expressing science agency in the following ways: (1) critically analyze the conditions of their food environment, (2) purposefully make healthier choices, and (3) expand the food and activity options available to themselves and others. Through participation in the C3 curriculum, and the science content and practices addressed therein, students began to view their worlds with a more critical mindset and to devise ways to transform themselves and the conditions of their own and others' lives. Based on the findings, we propose taking a closer look at how we might create meaningful and relevant learning opportunities for students through connecting school science with issues of personal and social significance in students' lives outside of school. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 49: 244–269, 2012     

Relationship between nature of science understandings and argumentation skills: A role for counterargument and contextual factors

The study investigated the relationship of high school students' understandings about nature of science (NOS) aspects and their argumentation skills in relation to two controversial socioscientific issues. The study was conducted in five schools selected from different geographical areas in Beirut, Lebanon. Participants were 219 grade 11 students. Students in all the schools were administered a survey that consisted of two scenarios that addressed the controversial socioscientific issues about genetically modified food and water fluoridation. The two scenarios were followed by questions relating to argumentation and NOS. The study used a mixed methods approach where quantitative and qualitative measures were employed. Analysis involved participants' views of the target NOS aspects (subjective, tentative, and empirical) and their argumentation components (argument, counterargument, and rebuttal). The Pearson analyses showed strong correlations between the counterargument, compared to argument and rebuttal, and the three NOS aspects. Further, the chi‐square analyses showed significant differences in participants' argumentation skills and NOS understandings between the two scenarios. Qualitative data from questionnaires and interviews further confirmed these findings. Two central implications for the teaching of NOS and argumentation skills were discussed in terms of highlighting the role of counterarguments and considering contextual factors that involve issue exposure and familiarity, prior content knowledge, and personal relevance. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 489–514, 2012     

Individual freedom and institutional frameworks in development

In this article I explore Amartya Sen’s contention that individual freedom represents both the objective of development and the means through which development is to take place. Examining the conceptualisation of freedom central to Sen’s capability approach, I distinguish between two notions of freedom, autonomy and agency, where the former describes the freedom derivative of institutional frameworks and the latter the capacity to induce institutional change. Drawing on the economist Douglass North’s theorisation of how institutions develop over time, I attempt to show that education can serve as a privileged institutional space in which to challenge the constraints that determine individual action.     

From the “Revolutionary” to “Modernity” ——the Research on the Political System since the Founding of PRC

改革开放以来的中国政治实践表明,政治行为变化诱导政治系统及其子系统发生局部或全部的变迁,这种变迁既是原有政治系统的一种部分性延续,也是新系统结构渐成雏形的开端.除政治系统的外部环境发生改变外,新中国建立的组织化的政治系统自身的生存与维系产生困境,其内部的结构张力是导致系统变迁的关键性要素.当封闭的政治环境向半开放或开放的条件转变,在内外部因素共同作用的情景下,政治系统经历了由领袖权威式结构的“让位”到以“民族-国家”为核心的结构性“归位”,由政治系统核心因素替换引发的系统变迁标志着中国的政治系统开始了性质与行为方式的变化.     

全球金融危机背景下的中国特色社会主义现代性探析

由华尔街金融风暴引发的世界性金融危机根源于资本的增殖逻辑,资本逻辑的泛化必将造成资本主义的全面危机,资本增殖逻辑的展开过程与西方现代性的进程是同步的,当前全球金融危机实质上也是西方现代性的危机。中国特色社会主义现代性是以邓小平理论和＂三个代表＂重要思想为指导,以贯彻落实科学发展观为根本方向,建立在中国传统文化基础之上,有着适合中国自身的现代性模式,克服了西方现代性弊端,以当代中国现代化实践为基础,反映中国现代化性质与特征的现代性。科学发展观是中国特色社会主义理论体系的最新成果,只要我们能始终不渝地贯彻落实科学发展观,就能创建一种中国特色社会主义现代性模式,从而就能避免西方式的金融危机在我国重演。     

建国初期西南社会问题的治理及其启示

建国初期,以邓小平为首的中共中央西南局采取了改造娼妓,贯彻《婚姻法》;禁绝烟毒,加强卫生防疫;统一流通币制,收兑藏洋等措施,对西南的城市社会问题进行了卓有成效的治理。这些社会治理思想与经验对当今城市社会问题的治理有着极为重要的启示。     

资本逻辑“功”与“祸”述要——基于马克思主义经典作家的文本分析

资本逻辑是一把"双刃剑":一方面,资本逻辑极大地促进了生产力的发展,刺激了现代化的"生成"与发展,引发了全球化的趋势,使历史变成了"世界史",可见,在创造现代文明方面资本逻辑"功不可没";然而另一方面,资本逻辑在创造现代文明中立下"汗马功劳"的同时,给人类带来的"祸害"也不可忽视,主要表现为,资本逻辑造成了人的抽象性存在,导致人的"异化",使人成为"单面人",此外,资本逻辑还引起了世界的动荡,导致了道德意义和道德责任的丧失。因此,我们应客观、理性地看待资本逻辑这把"双刃剑"。