20世纪八九十年代美国的环境正义运动

环境正义运动是上世纪80年代初在美国兴起的一场以实现环境平等权为主旨的基层群众运动.环境正义运动的直接起因是环境风险的不公平分配这一社会现实.环境正义运动有着广阔的社会背景和深刻的历史渊源,一定意义上,环境正义运动是民权运动的扩展,是对主流环保组织的挑战.环境正义运动对美国社会产生了多方面的影响.20世纪90年代,美国社会各界不同程度地对环境正义运动做出了回应.     

科学发展观下的现代行政正义

科学发展观与正确的行政正义观是内在统一的。运用科学发展观全面把握行政正义的内涵，树立正确的行政正义观，是实现社会全面、协调、可持续发展的有力保障。     

法的核心价值探究

正义是法的核心价值,法的所有其他价值,如秩序、自由、平等、效益等,实质上都是正义的展开和具体化。将正义视为法的核心价值,有助于促进我国法制建设坚持倡导正义精神,始终把伸张正义、实现正义作为追求的最高价值目标,有益于促进全社会和民族正义精神的健康发育。     

论冯友兰境界说的张力与矛盾

传统伦理思想作为一种优秀的文化遗产必须继承,但在当代社会,如何接续和发展传统伦理道德的价值,仍然值得思考。对冯友兰的境界说,从义与利的冲突、德与福的矛盾、无限对有限超越是否可能三个方面,进行了分析,以期对中国现代伦理建设提供有意义的借鉴。     

完善刑事证人出庭作证制度的法律思考

证人证言是刑事诉讼证据之一,而且是运用较为广泛的证据.要把证人的证言作为定案的依据,必须要求证人出庭.经过控、辩双方的交叉询问,这是程序正义的重要保证,是杜绝冤、假、错案的有效方法之一.     

建设和谐社会呼唤全面的公正观

本文论述了建设和谐社会、完善社会公正的必要性：建设和谐社会、完善社会公正是新型现代化的必然选择；建设和谐社会、完善社会公正是实际解决当前不公正问题的必然要求。同时提出了完善社会公正的重要内客，即坚持全面的论正观。     

从“效率优先，兼顾公平”的硬伤看其使命的终结

公平的本意是“合情合理、不偏袒”,是公正与平等的有机结合,且重心在公正,是一种“应该如此”的价值判断,具有永恒与普世的价值。“效率优先,兼顾公平”仅仅将“一定程度的收入均等化”视同为公平,并由此出发探讨公平与效率的关系,存在难以克服的硬伤：忽略了公平中的公正要求,与公众日常生活中“合情合理、不偏袒”的公平观不兼容,极易引发种种悖论,误导价值观的混乱。放弃“效率优先,兼顾公平”的提法,取而代之以“维护与实现公平（正义）”,不可避免。     

A just state of affairs: philosophical reflections on justice,inclusion and the education of disabled children

In the current education policy environment, inclusion – that is the situation in which all disabled children and young people attend their local school and there is no alternative form of provision – is widely accepted as best representing a just state of affairs as regards where these children go to school; any alternative circumstances are equated with injustice and unfairness. This article presents a philosophical reflection on this matter. Drawing on the work of Nussbaum, Cigman and others, the author argues that a single conception of just educational arrangements as articulated in inclusive education policies is insufficient to what is a complex issue. It is proposed that any assessment or evaluation of the justice or otherwise of educational arrangements for disabled children and young people requires a nuanced approach that takes into consideration the lived experiences of those children and the different values and desires they and their families might hold.     

自由及其与正义的关系

自由是人活动的一种状态,是一个重大的正义问题.但是,自由与正义是两个概念,自由并非都是正义的.自由的内涵、类别、自由与正义的关系构成了本文的主题.     

Imploding the boundaries of transformative/critical pedagogy and research in physical education and sport pedagogy: looking inward for (self-)consciousness/knowledge and transformation

The purpose of this paper is to analyze the concept of ‘transformative pedagogy’ (TP) in physical education and sport pedagogy (PESP) and research in order to provide an alternative perspective on freedom, justice and the limits of transformation. Although some of the limits of TP have already been pointed out in the literature, such limits have been presented as though originating and having to be resolved out there, in socio-cultural–political contexts. In an attempt to redirect the attention from the social to the personal, this paper points out the possibility of TP's limits being also within critical pedagogues and researchers ourselves. After analyzing three barriers to (self-)consciousness/knowledge (SC/K), two viable methods for developing SC/K and transformation are provided.