讳饰形成的伦理渊源

讳饰既是一种社会文化现象,又是一种修辞伦理现象。其形成有着深厚的伦理基础,一方面根源于中国古代伦理社会成文的礼义规范,体现互以他人为重的伦理意识;另一方面则根源于人们趋吉避凶的伦理情感。这两个方面相辅相成,共同建构与制约着修辞表达者的修辞心理,从而形成富有民族特色的修辞伦理表达。研究讳饰现象产生的伦理渊源,有助于我们更深入地理解与运用讳饰辞格。不仅如此,在日常的交际交流中,还将强化人们恰当运用讳饰辞格以增强交际效果的修辞伦理意识。     

美国尊重步骤项目对我国欺凌防治实践的启示

校园欺凌防治已成为我国学校教育实践中亟需解决的重要课题.美国儿童委员会研发了旨在预防干预校园欺凌问题的尊重步骤项目,尊重步骤项目以社会生态模型为基础,整合了社会情感学习框架,设计了包含学校、班级和个人层面的预防干预措施.研究表明该项目对欺凌、受欺凌的减少及相关态度和信念的改善等均具有良好效果.本文将介绍尊重步骤项目的设...     

Beliefs About Intergenerational Communication Across the Lifespan: Middle Age and the Roles of Age Stereotyping and Respect Norms

Guided by theoretical models, this research examines (for the first time within the same design) young American adults' reports of age stereotypes, norms of respect, beliefs about intra‐ and intergenerational communication, and communication satisfaction toward young adult, middle‐aged, and older adult targets. Multivariate analyses showed that as age of target increased so did trait attributions of benevolence, norms of politeness and deference, and communicative respect and satisfaction; however, attributions of personal vitality decreased linearly. Path analyses revealed that the more young adults stereotyped older adults as benevolent and personally vital, the less likely they were to report avoiding communication with them. Deference norms also positively related to the degree of communicative respect afforded older adults and the more respondents reported avoiding communication with them, the less satisfied they were with their intergenerational conversations.     

别发火

教育需要教师有足够的耐心，而发火是老师急躁的表现。学生需要的是宽宏大量、民主平等、通情达理的老师，因此教师必须平等、理智、理解、尊重的对待学生，切记——别发火。     

发挥学生工作优势做好高校思想政治教育工作

本文客观分析了高校思想政治教育工作面临的新情况,新问题,围绕学生工作优势的发挥,提出了一系列加强思想政治教育工作的方法和途径,从而在高校思想政治教育进程中有新的突破。     

论尊重图书馆员

尊重源于自重,尊重馆员的关键是馆员要让人值得尊重.尊重是相互的,馆员要尊重由其他社会成员构成的读者以赢得尊重.尊重是发展的,馆员乃至整个图书馆事业需要最大化地提升自身价值,最大化地实现社会价值,从而促进社会对馆员从不充分尊重到充分尊重的转化..     

Relocating respect and tolerance: A practice approach in empirical philosophy

Respect and tolerance are key values in education. They are also among the aims of education and are brought to the foreground in educational policy. We argue that these values are neither philosophically nor politically given aims for which education is a means. Instead, respect and tolerance are enacted and negotiated through educational practices. We emphasize that respect and tolerance should be empirically and critically studied in educational practices. The discussion is based in two previous research projects and the material includes interviews with teachers and students and classroom observations. Moral philosophy is positioned as a conversation partner with the data material. We conclude that respect and tolerance are performed in different modes in practice. These two values cannot be understood as individual cognitive aspects but as multimodal processes and as aspects of collective, bodily and material practices. This article provides a contribution to the theorizing about educating for respect and tolerance.     

对外汉语教学中的师生关系刍议

相对于一般学科而言,对外汉语教学是一个全新的领域。因此,在对外汉语教师和广大留学生之间建立起一种尊重、和谐、信任的全新师生关系,对最佳教学效果的取得,以及对外汉语教学的学科发展,都将起到至关重要的作用。     

批评中的尊重与信任

现在中小学普遍提倡“赏识”教育，认为好孩子是“夸”出来的。用鼓励的方式培养孩子的自信固然是一种方式，然而，在提倡表扬、奖励、赏识的同时，不应该忽略“惩罚”在教育中的积极作用。     

尊重:教师的教育特质

尊重在心理学辅导中,被看成是影响咨访关系的三大要件之一,是指咨询者对来访者表示真诚和深切的关心、尊重和接纳,是教育成功的基础。教师作为育人工作者,必须具备尊重这一教育特质,并有效应用尊重所产生的心理效应,促使学生发生改变。