Political decision-making in socialist education: a Hungarian case study (1958–1960)

The subject of this article is a definite shift in socialist pedagogy: the implementation of polytechnic education in the late 1950s. First, the Soviet model is presented, then the analysis of its Hungarian introduction shows the decision-making process thoroughly, from the first steps in February 1958 to the publication of the ‘Principles’ in September 1960, which affected subsequent discourse about the so-called ‘school-reform’. The study is based on the reports of the Hungarian Socialist Workers’ Party archives, mainly the files of the Political Committee, because this body designed and determined the characteristics of the new era in Hungarian education. Silence dominated the afterlife of the reform after 1965 – in retrospect, it was a failure – and the situation has not changed since. Although the archives are now open, the actors in the decision-making process, and their different interests, have not yet been investigated by scholars.     

Involving Students in Natural Resource Decision-Making Groups

Ensuring a qualified teacher in every classroom is a central part of the latest agenda to strengthen public education and maximize student achievement. Effective teaching and delivering quality instruction are lifelong and critical goals of professional development of teachers. High-quality induction programs support qualified teachers for every child. We evaluated perceptions of beginning teachers relative to the effectiveness of induction activities, assistance, and support provided within their school districts. Overall, this group indicated that induction programs were sufficient for them to succeed during the first years of teaching. Implications for improving practice and recommendations for continuing research are discussed in this article.     

An Ethical Exercise for the Social Studies Classroom: The Trolley Dilemma

The Trolley Problem as defined in this paper is a series, or continuation, of increasingly difficult ethical riddles successfully implemented in a classroom environment to spur complex, critical thinking and dialogue. The activity is designed upon the scenario of a runaway train with different and challenging choices, segueing neatly into group discussions of ethics while limiting potential disruptions or controversies. It fits nicely with multiple standards, goals and/or outcomes and can be accommodated to multiple grade levels and courses. It is a powerful, yet easily implemented classroom exercise for educators to develop higher order thinking and dialogue for their students.     

Kierkegaard's Mirror

Abstract

Following a trajectory of thinking from the philosophy of Spinoza via the work of Nietzsche and through Deleuze’s texts, this article explores the possibility of framing a contemporary pedagogical practice by an ontological order that does not presuppose the superiority of the mind over the body and that does not rely on universal morals but that considers instead, as its ontological point of departure, the actual bodies of children and pedagogues through what has come to be known as affective learning. When considering the potentiality of a pure ontology, as outlined by Spinoza, I argue that Nietzsche’s critique of higher values and universal morals allows for a deeper understanding of the limitations of a traditional image of thought. Furthermore, I argue that Deleuze’s conception of the dogmatic image of thought can provide a helpful framework when connecting the work of the two aforementioned philosophers and when conceptualizing a possible image of thought based on the body as a singularity harboring flows of power, rather than one where the body is considered a necessary obstacle to be overcome in the quest for higher values that are situated always beyond the reach of the experiencing body.This philosophical discussion is then situated within the field of educational philosophy via the concept of affective learning which enables the incorporation of these ideas into a concrete educational setting.     

人的现代化与人的全面发展

现代化作为社会发展状态,它不仅是物的现代化过程,更是人的现代化过程.文章在阐述人的现代化理论与人的全面发展理论的基础上,揭示出二者的辩证关系,进而说明了推进人的现代化和人的全面发展对我国社会主义现代化建设的现实启示,最终达到人的全面自由发展,实现由必然王国到自由王国的飞跃.     

协同学与建构和谐社会——公平、效率与社会主义市场经济

协同学理论蕴含了丰富的系统和谐思想,对于局部与整体、宏观与微观、合作与竞争、组织与被组织、稳定与不稳定等关系及其和谐都给予了大量的富有启发性的论述。本文由此出发,探讨了构建社会主义和谐社会的又一理论基础。文章指出,在我国社会主义市场经济的大系统之内,无论其宏观的目标,还是其微观的目的;不论其各种经济主体、各种所有制形式,还是其经济、政治、思想文化等诸多领域,均会发生良性的互动。这些将引发生产力发展、共同富裕、人的全面发展等方面的协同;将引发经济、政治、思想文化等诸多领域的协同。这些协同正是构建社会主义和谐社会的内在根据。     

生态哲学视角下的社会主义新农村建设

建设社会主义新农村是实现社会公平和社会经济可持续发展的必然要求,是构建社会主义和谐社会的理性选择。本文运用复合生态系统整体观和复杂性思维的方法分析了社会主义新农村建设,用生态哲学的有关原理剖析了社会主义新农村建设中要重点解决的人与人、人与自然关系对立统一所产生的问题。     

西部地区构建社会主义核心价值体系的两大主题

自党的十六届六中全会提出建设社会主义核心价值体系的任务与目标以来,理论界围绕社会主义核心价值体系展开了大量研究,发表了近千篇理论研究文章。但笔者发现,对于西部地区如何结合本地区特点,构建符合西部特点和实际的社会主义核心价值体系,却是尚无学者涉足。本文试图从区域差异与社会主义核心价值体系构建这一视角出发,进一步探讨西部地区构建社会主义核心价值体系的难点与重点,以期抛砖引玉。     

论武德重塑之急需以及对当今社会道德建设的意义

通过阐释道德在中国传统文化中的重要意义,对武术领域中武德下堕和"德艺双馨"之一体格局被拆分的局面进行的批评,提出了重塑武德的途径以及武德对中国文化和社会的积极反馈作用.     

边缘化:美国犹太人的处境

索尔·贝娄是战后美国最重要的作家之一。作为犹太作家,他特别关注处于同化时期的犹太人:这些犹太人生活在美国,但他们又有着犹太文化背景,所以,他们感到,他们既不是一个自信的美国人,也不是一个传统意义上的犹太人,他们只能生活在双重文化的边缘体。