“真实公众”的培育路径——对《社会学的想象力》的再解读

《社会学的想象力》承袭经典社会学的自由和理性价值,并提出具备社会学想象力的社会科学家是恢复理性传统和构建民主社会的主要承载者。但社会科学家与理性传统乃至民主社会之间的联结点何在这一问题尚没有得到国内研究者的注意。在米尔斯的构想中,社会科学家的政治责任在于培育真实公众,使之成为社会的主流群体,进而成为民主社会的基石。关于"公众"是否存在以及如何培育这一问题上,米尔斯的观点与李普曼和杜威的立场存在差异。     

A conducive learning environment in international higher education: A systematic review of research on students’ perspectives

Higher education institutions (HEIs) strive to meet international students' needs and expectations regarding their learning environments. Current literature covers a wide range of needs, expectations, and HEIs' responses. However, there doesn't seem to be a consensus about the needs and expectations to be addressed. A coherent theoretical framework may help HEIs identify areas of need and provide additional resources and comprehensive services. We performed a systematic review to obtain an overview of international students' needs, expectations, and experiences regarding their learning environments as described in the literature. We categorized students' perspectives into dimensions. Subsequently, we investigated whether these dimensions related to the three key domains outlined in the theoretical framework and the coverage of these key domains by HEIs. Sixty-three studies were eligible for inclusion. We identified 18 dimensions of international students' needs, expectations, and experiences that could be mapped onto the framework. Based on these results, the content of the three domains could be summarized as goal direction, relationships, and supporting services. Thirteen studies covered one domain, 14 covered two domains, and 36 covered three domains. To provide optimal support, HEIs should cover all three domains. Our study may help to better understand and optimize learning environments for international students.