黄河三角洲“孝悌”文化形态与新农村文化建设

“孝悌”文化是儒学道德理论的核心内容之一,是中华民族优良传统的一部分。黄河三角洲“孝悌”文化形态形成的历史久远,不断得到深化,并通过饮食活动趋向日常化,融入到人们的意识形态。在新的历史条件下,挖掘与重塑黄河三角洲民间“孝悌”文化,为建设社会主义新农村服务。     

论高校教师教学过程中的人格尊重

教师对学生人格的形成发展有着重要的影响。在新世纪，高校教师应以最新教育思想更新自己的观念，校正自身在教学过程的行为，创造平等、和谐、融洽的教学氛围，引导学生在愉悦的心境中学习，促进学生健全人格的形成，从而更好地实现教书育人的目的。     

Cultivating moral consciousness: The quintessential relation of practical reason and mind (Gemüt) as a bulwark against the propensity for radical evil

Abstract

To perfect human beings with an innate propensity for radical evil is a formidable task. Kant explicitly says that the propensity for evil is not eradicable; it is rooted in human nature, specifically in the human power of choice-making. The task is to reorient the natural order of choice-making (which derives its maxim from an object of the inclinations), to the moral order that takes the moral law as its supreme principle. I explicate the role of a specific capacity of the human subjective side of judging in this process; namely, of ‘mind’ in its sense as Gemüt. While human willing and choice-making are subject to the influence of sensuousness (the inclinations and passions), Gemüt is a capacity of sensibility (Sinnlichkeit) that allows the human subject to enjoy the feeling of being pleased in the fulfillment of duty. Its four specific aesthetic preliminary concepts of responsiveness to concepts of duty – moral feeling (as respect for the law), conscience, love of humanity, and respect for oneself (self-esteem) – must be cultivated in order to make objective practical reason also subjectively practical. Thereby one secures a bulwark against the ineliminable propensity for evil whose first effect is to destroy inner moral integrity.     

高校法律教育的改革与大学生法律意识的培养

我国高校法制教育应当着手培育青年大学生们的法律意识。因为法律意识的构建是一个不断延续的实践过程,不仅需要有潜移性熏陶的优良法治环境,还需要有制度化的法律知识积累和法律意识生成途径,更需要有科学有效的法制教育实现机制等等。     

Facilitating student well-being: relationships do matter

Background: Alongside academic and vocational goals, schools are increasingly being called upon to address student well-being. Existing evidence suggests that strong relationships and a sense of connectedness in school communities are important for fostering subjective well-being. However, identifying the specific nature of such relational dynamics, and accommodating the ‘personal’ within school cultures increasingly dominated by ‘performance’ narratives, remains a problematic task.

Purpose: This paper draws on Honneth’s recognition theory to offer fresh insight into how relationships act to facilitate and limit the experience of well-being at school. We suggest that such an approach holds considerable potential for developing teachers’ understanding of the tacit and explicit ways they and their students experience being cared for, respected and valued and the ways in which such actions impact on well-being.

Design and methods: The paper reports the qualitative findings from a large mixed-method study, involving students and staff across primary and secondary schools in three regions of Australia. The qualitative phase involved focus groups with 606 primary and secondary students and individual interviews with 89 teachers and principals.

Results: Across the focus groups and interviews, students and teachers placed substantial emphasis on the importance of relationships, while reporting differences in their views about which relationships support well-being. Alongside this, there were differences in the importance teachers and students placed on each of the three strands of Honneth’s recognition theory (translated for this study as being cared for, respected and valued) for influencing student well-being.

Conclusions: The findings affirm the critical role that relationships play in promoting well-being in the context of schools. Using recognition theory to analyse students’ and teachers’ views and experiences of well-being provides much greater insight into how these relationships are enacted – this being through the mutual experience of being cared for, respected and valued – within the context of schools.     

关注大学生尊严素质的培养

转型时期的大学生在道德行为上表现出很大的差异性，部分学生在道德人格方面存在若干问题，所以必须研究道德人格教育的方法。而在塑造大学生理想人格过程中，尊严素质的培育不可忽视，因为它是完善大学生道德人格的切入点。对大学生进行尊严素质的培养要抓住两个方面：一是唤醒大学生 的自我肯定的意识；二是培养大学生尊重他人的态度；只有将这两个方面的内容协调统一起来，才能保证青年学子有一个完全的人格尊严。     

中国英语学习者在跨文化交际中的文化干扰--从尊老与讳老谈起

中国英语学习者在与来自英语国家的人士交往的过程中经常感到困惑的是自己说出来的英语无论是用词还是语法结构都正确，但是得到的反应却不如人意。究其原因，是因为很多学生对英语国家的文化不甚关注。由于受汉语思维模式的影响，汉文化心理定势的制约以及外语教学环境缺乏，中国英语学习者往往从汉语角度出发，自觉或不自觉地地运用汉语表述习惯进行思维，在英语交际中从中国文化出发，说话往往不够得体，误用、误解或误导现象频频出现，使跨文化交际受阻。本文拟从东、西方在对待“老”这个问题上的不同态度出发来分析文化干扰，以及排除干扰的一些原则。     

自相似集的收敛与构造

设kn是Rd上相似压缩函数迭代系统{f(i n)(x)=r(i n)ox a(i n)}iN=1(n=1,2,…)所生成的吸引子.研究了当n→∞时,吸引子kn的稳定性问题.     

谈大学教学中的"以学生为本"

在界定高校教学中以学生为本的内涵和分析高校教学中存在问题的基础上,提出并阐述加强学习观念先行的论点,并对如何落实到教学全过程做了扼要分析。     

试论荀子的教育思想

荀子的教育思想吸收诸家之长，兼容并包，在先秦诸子中较有特色。本主要论述荀子的尊师重教思想及其在教育内容上的有关主张，希望从中发掘有益于现代教育事业的养分。