论罗尔斯作为公平的正义理论

罗尔斯是20世纪最重要的伦理学家和政治哲学家之一,他的作为公平的正义理论对西方社会乃至世界都产生了巨大的影响。罗尔斯的正义观是一种分配的公正理论,他所提出的正义原则对于我国解决市场经济建设中所凸现的社会问题,构建社会主义和谐社会,具有一定的借鉴作用。     

“亚洲奇迹”与东亚社会公平问题及其对当代中国的启示

自20世纪60、70年代以来,日本、韩国、新加坡、中国台湾等东亚国家和地区成为全球最具经济活力、经济增长率最高的焦点,创造了备受世人瞩目和赞誉的"亚洲奇迹"。然而,东亚地区的经济增长并没有导致严重社会分化的出现,经济社会发展仍保持相对均衡。这种现象一举打破了美国学者库兹涅茨提出的"倒U型曲线"理论,在经济取得长期高速增长的同时能够维持经济社会发展的相对公平成为东亚经济奇迹的一个显著特征。东亚之所以能够实现这样一种发展模式,究其原因,与东亚国家和地区所实行的经济社会政策不可分割,其中包括土地改革、工业发展模式、教育体制、财政金融政策等内容。东亚的经济增长与社会公平"双赢"的发展模式,为我国的经济社会发展提供了很好的借鉴:在发展过程中实现经济增长与社会公平并重,重视教育在调节社会公平方面的作用,根据自身特点确定发展模式。     

非关乎科学人文,乃关乎公平正义——社会公平视域下的高中文理分科问题

高中文理过早分科并不直接关涉科学精神的养成和人文情怀的传承,但是,却严重影响教育公平的实现,影响教育公平实现的水平和质量,从社会公平视域的角度出发,研究高中文理分科问题,具有很强的现实指导意义。     

教育公平概念的界定

教育公平是社会公正的一个重要组成部分,也是衡量社会公正水平的一个重要尺度。教育公平是指国家对教育资源进行配置时所依据的合理性的规范或原则,是指每个社会成员在享受公共教育资源时受到公正合理的对待,包含平等原则、差别原则和补偿原则。教育公平既体现在教育平等、教育机会均等上,但又不同于教育平等、教育机会均等。     

公民教育:时代与主题

公民教育的兴起有着现实的时代背景。现代化进程中出现的一些问题是公民教育兴起的直接原因。现代社会的内在规定——现代性——则是公民教育兴起的根本原因。可以说,公民教育是现代社会的必然要求。公民教育在现代社会中发挥着越来越重要的作用。其主题主要体现在人权、自由与正义等层面。它们构成了一个完整的公民教育的有机整体,共同保障着个体的神圣权利并呵护着人类文明的底线。     

共同富裕是社会主义制度之经济正义的体现——学习邓小平共同富裕思想的体会

学术界所形成的关于邓小平共同富裕思想的“目标论”和“代价论”,在理论是不科学的,在实践上是有害的。共同富裕是社会主义的本质之一,是社会主义制度的经济正义,它强调所有社会成员享受社会物质财富的平等性,决不允许存在一部分人的富裕幸福以牺牲另一部分人的富裕幸福为代价的现象。它是社会主义制度运行的道德原则,是社会主义制度实践的判断标准,是社会主义制度的当然责任。     

Predictors of justice system involvement: Maltreatment and education

Decades of research have established that experience of abuse and/or neglect in childhood is related to negative outcomes, such as juvenile delinquency. Existing research has shown that involvement in child welfare services is also related to juvenile delinquency, particularly for children who are victims of neglect. Research has also identified educational factors such as chronic absenteeism as significant predictors of involvement in the juvenile justice system. However, little research has investigated the combined influence of educational factors, child abuse, and involvement in child protective services on justice system involvement. The current study examined the influence of educational factors and involvement in child protective services on justice system involvement. The study utilized records from an educational database of children who attended a school within a county of Mississippi in any year from 2003 through 2013. Cases were then matched with records from the county Youth Court, Law Enforcement agencies, and Child Protection Services. A multivariate logistic regression controlling for gender, race, current age, and time at risk was conducted to involvement in the justice system. In general, educational factors were stronger predictors of justice system involvement than allegations of maltreatment.     

地理学的马克思主义思考——读大卫·哈维《社会正义与城市》有感

20世纪60年代,受到当时美国三大运动的影响,地理学界对传统地理学的反思悄然展开,其中最著名就是以大卫．哈维为代表的激进马克思主义地理学。大卫·哈维在《社会正义与城市》一书中回顾了传统地理学的研究领域及方法,首次尝试利用马克思主义原理对传统地理学中的空间、地理集聚与城市化进程、城市剩余的再分配、本体论与认识论等方面进行初步的探讨,从而初步建立起地理学激进马克思主义学派的基础理论框架,对20世纪后期的地理学发展有着非常深远的影响。     

Peer Assessment of Children's Prosocial Behaviour

The study was designed to examine 8-12-year-olds' peer assessments of prosocial behaviour and their relationship to self-assessments, teacher-assessments and peer acceptance. Although prosocial behaviour has been studied for many years, it has been narrowly operationalised and research has tended to lack ecological validity. To rectify these weaknesses, child-generated normative prosocial behaviours were used to generate peer nomination items for the purpose of rating children's performance of prosocial behaviour in peer interactions. Children also filled out self-ratings of social behaviour and peer sociometric nominations. Teachers assessed children's social behaviour, rating the same child-generated prosocial behaviours. Popular children were rated as significantly more prosocial than all other sociometric groups and rejected children were rated as significantly less prosocial than all other groups. The highest correlation was found between teacher and peer reports of prosocial behaviour. Self-ratings and peer-ratings of prosocial behaviour were significantly related, as were self-ratings and teacherratings of prosocial behaviour. Implications of research findings are discussed.     

比较法视野下探讨沉默权的中国本土化

“刑讯逼供”在司法实践中早已不陌生,我国的司法实践中刑讯逼供的情况十分常见,而且在司法领域打击刑讯逼供的收效并不明显.本文试图通过杜培武案的产生原由入手,反思冤案的“铸造”过程,以程序正义之名追问冤案的根因——刑讯逼供,以期通过探讨西方沉默权在中国的本土化,为走出刑讯逼供的困境寻求出路.