风险社会理论：对人的生存的当代观照

乌尔里希·贝克认为人类社会已经从后工业社会进入到了＂风险社会＂,吉登斯认为由于当今社会充满了危机和风险,我们的世界已经成为了一个＂失控的世界＂＂。风险社会＂理论使人们越来越深刻地认识到各种潜在的危险正在日益侵蚀我们的安全。研究风险社会及其特征对我们在风险社会中该如何生存具有重要的现实意义。     

Understanding teachers’ pedagogical choice: a sociological framework combining the work of Bourdieu and Giddens

Understanding teachers’ pedagogical choice provides a new insight into the influences on student achievement. This paper presents a sociological framework developed from the work of Pierre Bourdieu and Anthony Giddens that identify the complex social interactions which surround teacher’s work. The framework examines teachers’ potential to act knowledgeably and intentionally and how this action also leads to unintended consequences of those actions. This is important, as both the intentional action and the associated unintended consequences affect the teacher’s classroom practice and the learning of students. Application of the framework to examine the influences on teachers’ pedagogical choice is presented through two school case studies from Victoria, Australia. The environment that encourages teachers to actively review their teaching practice is revealed. It was through reflective collaborative discussions that teachers reviewed their current classroom practices and trial or implement different pedagogies to enhance the learning of young people in their classrooms.     

具有理想色彩的自我认同理论 ——评介吉登斯的《现代性与自我认同》

安东尼·吉登斯是当代著名的社会学理论大师之一,国内外学者主要关注他的结构化理论,而对他的自我认同理论关注较少.文章分析了<现代性与自我认同>一书的主要内容,总结出这本书所要表达的现代性条件下的自我认同是在反思性选择和反思性自恋机制作用下的一种建构过程,并总结出吉登斯自我认同理论具有的最重要的认识论价值就是,现代性条件下自我认同的方向首先是向内,然后才向外的,而传统社会里自我认同的方向则首先是向外,然后才向内的.而且,吉登斯的自我认同理论也带有理想化的色彩.     

Book Reviews

This article is concerned with understanding continuity and stability in teaching, and their significance. It looks particularly at the work of Anthony Giddens on structure and agency, that of Martin Heidegger on the limits of discursive and theoretical analysis, and the communitarian strand within ethics. It applies this discussion to understandings of teachers’ work in the context especially of policy and agendas for change, arguing that continuity and the notion of a community of practitioners is critical to maintaining the distinctive ethical quality of teaching.     

The Interpretation and Review of Giddens＇ Global Risk Society Theory

当代全球化已经成为不争的事实。全球化影响和播撒不只是停留在经济和国际交往层面上,它还表现为风险的全球化,各种风险犹如悬在人类头顶的达摩克利斯之剑,造就了一个风险的世界、失控的世界。对此,吉登斯用一个新的现代化理论———风险社会理论———来解答风险全球化的动因、景象,并提出了应对全球风险社会的思路,形成了较为完整的全球风险社会理论,具有极为重要的理论价值,但同时我们也应该清醒认识到它还存在一定的局限性。     

全球世界主义秩序理论:吉登斯的世界主义思想探析

在反思和承接古典社会理论家现代性思想基础上,吉登斯重构现代性理论框架,提出现代性的全球化维度,由此奠定其世界主义思想的理论基点,发展出全球世界主义秩序这一宏大理论图景。全球世界主义秩序理论是一项系统工程,可从社会日常生活和个体的转型、民族国家的重新定位以及全球治理的变革三个层面进行把握。吉登斯的世界主义思想典型地体现了一种"乌托邦现实主义"态度,在今天具有难得的政策启示意义,当然也不可避免存在不足。     

安东尼·吉登斯气候变化的政治学分析视角评析

拟评析气候变化政治学的研究背景、主要理论、政府作用以及该视角的局限与不足,认为气候变化的政治学分析视角丰富了气候问题的研究路径,拓宽了气候变化政策实施的思维.     

Globalisation,Globalism and Cosmopolitanism as an Educational Ideal

In this paper, I discuss globalisation as an empirical reality that is in a complex relation to its corresponding discourse and in a critical distance from the cosmopolitan ideal. I argue that failure to grasp the distinctions between globalisation, globalism, and cosmopolitanism derives from mistaken identifications of the Is with the Ought and leads to naïve and ethnocentric glorifications of the potentialities of globalisation. Conversely, drawing the appropriate distinctions helps us articulate a more critical approach to contemporary cultural phenomena, and reconsider the current place and potential role of education within the context of global affairs. From this perspective, the antagonistic impulses cultivated by globalisation and some globalist discourse are singled out and targeted via a radicalization of educational orientations. The final suggestion of the article concerns the vision of a more cosmopolitically sensitive education.     

迪尔凯姆、韦伯、吉登斯社会学之比较

把握西方社会学思想发展的基本线索，是深刻理解西方社会学乃至整个社会学本质的前提。从三个方面对西方社会学发展史上三位经典社会学家的主要的社会学思想进行较为深入的比较，希图通过这种比较来揭示西方社会学思想发展的内在逻辑与理论脉络。