关于构建社会主义和谐社会的辩证法思考

"构建社会主义和谐社会"的命题充满了辩证法的光辉,至少包含了三方面的辩证法思想:一是遵循和尊重自然规律,处理好人与自然的辩证关系;二是树立效率和公平辩证统一的价值取向,维护公平和正义;三是在矛盾和发展中构建发展社会主义和谐社会。     

论分配的动力机制与平衡机制

通过对效率与公平、初次分配与再分配、缩小不合理收入差距与扩大中等收入者比重三对矛盾的具体分析,认为改善分配关系必须要使动力机制和平衡机制协调发挥作用,动力机制的实质是提高效率,平衡机制的实质是维护公平.     

宽容与公正——论李觏法制思想的伦理意义

李觏的法制思想首先强调“刑”“礼”相辅,反对重刑,体现了宽容精神。他还提出“天子与天下共法”即“一致于法”的主张,反对救赎,在一定程度上维护了社会公正。这些观点具有明显的进步意义,但由于他不可超越的时代局限,也有诸多不足。对此后人应认真研究,以服务于现实。     

图书馆社会责任视角下的数字鸿沟问题简

数字鸿沟日益成为影响人们工作和生活的重要问题,其实质是信息不公平。从图书馆社会责任视角出发,可采取平等服务、就业信息提供、社会包容、社群参与等措施弥合数字鸿沟,实现信息公平。     

基于竞争与公平视角下的高校图书馆座位管理创新

本文基于竞争与公平视角分析了高校图书馆占座与座位管理现状。提出了座位管理应体现共享性和有限性,座位使用权应具有时间和空间二维属性,座位使用权的获得与行使分别实施等管理理念,辅之以进出双向登记、远期预约等管理方法,实现竞争条件下更加公平的座位资源分配。     

Money Talks: Neural Substrate of Modulation of Fairness by Monetary Incentives

<正>A unique feature of human beings is their compliance with social norms,even though this normative decision often means curbing self-interest.However,money talks sometimes.In other words,once in a while people prefer to pursue wealth at the cost of moral goodness.How human beings make a normative decision when facing a large monetary temptation within a social interaction context is an interesting question.Using the ultimatum game(UG)previous behavioral studies showed deviations from the fairness-related normative decision as a result of high monetary incentives.At high stakes,responders tend to reduce the threshold below which they reject proposals.However,the neural     

中西正义观之比较

中国传统正义观除了昙花一现的墨家外,主要是儒家对"义"(義)的宣扬和阐释,它相对于"仁"更偏重外在的制度设计,但其根源在于内心情感上的"合宜",是立足于自然亲情之上的天经地义的等级关系(礼)。与此相对照,古希腊的"正义"(dike)的特点,一是强调公平或一视同仁;二是强调对不公平的惩罚,不徇私情;三是在人间正义和神的正义之间拉开了无限的距离,使人间正义带上了神圣性,并承认从神圣正义的高度可以对人间正义的不足进行批判或纠正;四是由理性所建立起来的正义原则的普遍性和可操作性,"理治"是古希腊民主制的基本原则。正是这些特点为西方现代民主制提供了最原始的基因,同时也体现了与中国传统的"义"的思想的根本区别。     

中国代际收入流动性趋势分析：1991－2011

利用中国居民健康和营养调查（CHNS）1991－2011的数据,估计并分析了中国居民代际收入流动性趋势。研究结果表明：父代教育、职业变量是有效的工具变量,中国居民代际收入弹性在1991－2011年间平均为0D．57,说明代际收入流动性整体较低;中国居民代际收入弹性在1991－2004年间总体上呈现出一种向上的趋势,并且在2004年达到峰值0．7。其后代际收入弹性在2004－2009年间经历了一个迅速下降的过程,而在2009－2011年间,代际收入弹性有所反弹。     

Intergenerational learning at a nature center: families using prior experiences and participation frameworks to understand raptors

Using a sociocultural framework to approach intergenerational learning, this inquiry examines learning processes used by families during visits to one nature center. Data were collected from videotaped observations of families participating in an environmental education program and a follow-up task to draw the habitat of raptors. Based on a thematic analysis, researchers developed two themes about the learning processes at play in the nature center, related to the use of prior knowledge. First, families’ prior knowledge used at the nature center came from informal education activities: (a) observation in the outdoors and spaces designed to represent an aspect of nature, (b) media (including books and Internet), and (c) experiences at informal education institutions. Second, when sharing prior knowledge, participation frameworks were created through the conversation that leveled the hierarchy between parent and child allowing for negotiation and collaborative idea formation. In the nature center, families valued social harmony by positioning their children as capable contributors of environmental knowledge. Suggestions to researchers taking a sociocultural approach are given, including the potential of ‘participation frameworks’ as an analytical tool to study learning interactions and as a potential tool for environmental educators to encourage families to create roles and structures for successful learning outcomes in nature centers.     

‘It’s not what it looks like. I’m Santa’: Connecting Community through Film

The lived experiences of young people are becoming increasingly marginalised within the narrowly defined curricula of neoliberal contexts. Many young people are also cast within the media according to deficit discourses of youth, which contributes to the fragmentation of communities and the limitation of interaction between generations. This article describes a film project in which young people living in an ex-mining community in the Midlands of England worked in and with their community to create a representation of where they live. As part of the process, the young filmmakers did more than connect to other people’s memories as repositories of information; both as process and as product, their film can be seen to connect shared narratives of people and place, across time and space. We argue that this project offers a timely opportunity to reflect upon the ways in which we understand learning in and out of English classrooms.