公正之阈限与无限

社会公正是和谐社会的本质特征和基石,是现代社会的基本价值取向,是现代制度设计和安排的基本依据。正因如此,准确、慎重地理解公正意蕴是一件十分重要的事情。本文着力于从国家、个人两个维度把握公正的内涵。从国家、阶级维度考察公正,引申出公正之阈限;而以人为中心的维度则推演出公正之无限。偏颇某一方面都明显不足,这要求我们将公正之阈限与无限结合,以期更全面理解公正之意蕴。     

基于社会契约论视角的弱势群体保护

伴随着资本主义国家的建立而兴起的一种政治理论,它的很多观点无论在启蒙时代的欧洲还是在当今时代的中国都闪烁着智慧的光芒。社会契约论力求在自愿平等关系上解决社会各种矛盾,它所强调的自由、平等、人民主权等精神原则与当今中国对弱势群体的关注和保护的价值追求不尽相同。本文在重温经典的基础上以社会契约论的理念精神为切入点,为加强对弱势群体的保护提供新的理论支撑。     

"媒介审判"的原因与对策

“媒介审判”的实质是以新闻自由为由干涉司法独立,以道德审判取代司法审判。“媒介审判”的产生归结于司法的缺位,新闻界的越位等。防治“媒介审判”,新闻界重在明确媒介在舆论监督中的角色定位,司法界则应在增大司法的透明度的基础上,建立保护司法独立的司法屏障机制。     

《论语》中孔子经济思想考析

《论语》作为"四书五经"之一,历来为学界所重视。研究孔子经济思想,既是研究我国古代经济思想的需要,也是全面批判与总结孔子学术思想的需要。孔子的部分经济思想在当今世界仍有一定的积极与借鉴意义。通过认真分析《论语》中孔子的具体言论,能够发现贯穿孔子经济思想的一条主线——义利观,也能够明晰社会生产总过程的四个环节——生产、分配、交换、消费上孔子的具体观点。     

A Bourdieuian analysis of teachers' changing dispositions towards social justice: the limitations of practicum placements in pre-service teacher education

As populations in contemporary Western societies grow increasingly diverse, preparing predominantly White middle-class pre-service teachers to better understand and work with difference productively has become increasingly critical. Historically, however, teacher education programs have aimed to address diversity with add-on or piecemeal approaches, with little success. This article illustrates and theorises change in two Australian teachers' dispositions towards social justice over time from a Bourdieuian perspective. It attempts to inform our understanding of current pre-service teacher education program inadequacies with a view to providing implications in relation to the constraints of the limited and limiting nature of practicum placements. Fundamentally, its goal is to improve the preparedness of pre-service teachers to cater for diversity in socially just ways.     

‘Who will fit in with whom?’ Inclusive education struggles for students with dis/abilities

ABSTRACT

Inclusive education (IE), as a global movement, has been part of many nations’ policy agendas. As the global ideas travel across borders, the meaning of this term has taken various forms in local and national discourses. Thus, this study examines teachers’ conceptualizations and experiences of IE for students with dis/abilities (SwDs) in Turkey. SwDs are one of the largest groups who are marginalised and excluded from accessing education and participating in meaningful learning experiences. Cultural historical activity theory was used to understand the teachers’ meaning-making of IE in relation to their context. This qualitative study was conducted in four schools in a southwestern city in Turkey. Applying a photo elicitation approach, a classroom photo with a hypothetical vignette was used as a stimulus to generate focus group discussions and individual interviews. Classroom observations and document collections guided the exploration of SwDs’ experiences and the context of their schooling. Using constant-comparative data analysis, two themes were identified: ‘Who is in? Who is out? Challenges to access,’ and ‘What happens after placement?’ The findings revealed that SwDs had justice struggles in regard to misdistribution of access, misrecognition of their abilities and backgrounds, misrepresentation of their voices, and participation in learning activities.     

Do perceptions of being treated fairly increase students’ outcomes? Teacher–student interactions and classroom justice in Italian adolescents

In this study, we have investigated the associations between the students’ perceptions of teachers’ interpersonal behaviour and some school outcomes – namely, academic achievement, learning motivation, and a sense of class belonging – considering the mediating role of classroom justice. Moreover, the impact of the school type was analysed. The research was performed on a population of 614 Italian students enrolled in 2 different types of secondary school, one with an academic orientation, the other with a vocational orientation. Structural equation modelling (SEM) was used to see the effect of the teachers’ behaviour on the dimensions of justice (i.e., equality, equity, needs, and interpersonal) and that of all these variables on academic achievement, learning motivation, and class belonging. The mediation role of classroom justice was confirmed by the analyses, and so was the impact of the school's orientation. Limitations to the study and future research ideas have also been outlined.     

实体辩护与程序辩护比较研究

本文将研究范围锁定在刑事辩护理论范畴,运用辩证分析法,从理论和制度两个层面,并通过对美国刑事判例“辛普森”案的具体分析,比较实体辩护和程序辩护的异同,以求对两者的内涵和外延形成较为准确的界定。在此基础上．探讨中国程序辩护的未来发展。     

试论简易程序中诉讼效率与司法公正的平衡——以新《刑事诉讼法》的修改为视角

随着新《刑事诉讼法》对简易程序适用范围的拓宽,适用率较低将不再是适用简易程序的主要问题。在简易程序扩大适用进程中,如何实现诉讼效率与审判公正两大价值的平衡成为新问题。在新法以及相关司法解释的基础之上,借鉴外国法律规定,分析简易程序中效率与公平的失衡隐患,为简易程序的进一步细化提供建议。     

当今孝文化中凸显的代际公正问题——对《无后为大》的思考

关军的《无后为大》一书,写了自己为何选择成为丁克族,引起了读者对生育、教育等多方面的思考,也挑战了我国儒家传统的孝文化。孝文化倡导人传宗接代,而关军却大张旗鼓地选择不生育,这种对孝文化的态度,既有对五四批判的吸取,也有不同的地方,尤其体现在对代际公正的思考方面。当然,书中的观念西方思想倾向强,与现有国情不太适应。