Security,Extremism and Education: Safeguarding or Surveillance?

This article analyses how education is positioned in the current concerns about security and extremism. This means firstly examining the different meanings of security (national, human and societal) and who provides security for whom. Initially, a central dilemma is acknowledged: that schooling appears to be simultaneously irrelevant to the huge global questions of security and yet central to the learning of alternative ways to conduct human relations. With regard to extremism, two aspects of importance in ideological compliance or challenge are firstly the attempted securitisation of education, and secondly the role of education in young people joining or supporting extremist movements. The UK’s ‘Prevent’ strategy is examined here. The issue of how to safeguard young people without securitising institutions suggests four key features: inclusivity, encounters with difference, networking and active citizenship. Critiquing sacred texts and the use of humour and satire also act to foster resilience. Educational approaches within transitional justice underline the importance of tackling violence in schools and promoting a human rights culture that promotes both human security and ultimately national security.     

“个我之善”与“公共之善”的契合——罗尔斯正义理论的道德根基

罗尔斯正义理论的前提假设是＂原初状态＂和无知之幕,核心是两个正义原则,并通过对原初状态的契约论程序设计而对这两个正义原则加以论证,而这一论证又是建立在个人道德之善与公共制度正义之间具有一致性的最基本的道德证明之上。     

从宪法的属性看宪法的司法适用

宪法的司法适用问题是理论和实践中讨论的热点问题。本文从宪法的法律性、保障性、权威性、原则性等方面论述了宪法司法适用的必要性和可行性，宪法作为一切社会主体的最高行为准则，应进入司法程序作为法院审案的直接法律依据。     

世界主义的价值诉求——国际关系规范理论的视角

世界主义是一种具有悠久传统的哲学理念,它主张世界是一个单一的共同体,所有人皆为其中的平等成员。近年来随着国际关系规范理论的复兴,世界主义再次走向前台。在当前全球化的背景下,面对国际政治、经济秩序的重大变迁,一系列关乎人类命运问题的显现,以个人主义的价值前提和全球共同体的道德理想为基础,世界主义在人权的普遍性、全球范围的分配正义和世界主义民主等不同领域都表达了自己的道德诉求。然而,作为一种普遍性的价值目标,其在具体实施过程中可能产生的负面影响同样不容忽视。     

和谐性教育公平观探析

教育公平问题作为现代社会公平价值的体现以及当今中国社会诸多社会问题之一,而今已成为社会和教育界关注的热点。目前我国的教育公平问题研究已经积累了很多认识和实践的经验,但是教育公平问题的依然热门说明当前教育公平的现状与人们所追求的所期望的状态还有很大的差距,如何在深入研究作为价值前提的正义理论基础上于认识论层面形成全面正确的和谐性教育公平观是当今亟待解决并具有重要现实意义的一步。     

关于城乡教师公平问题的探讨

教育公平问题是教育基本普及之后面临的又一个重要课题,已引起社会的广泛关注。但对城乡教师的公平问题关注甚少。与城市教师相比,农村教师普遍存在负担过重、待遇偏低、职后教育虚无化、社会地位边缘化等不公平现象。根据教师积极性激励理论,我们必须关注农村教师的公平才有可能促使农村教师自觉自愿献身教育事业,提高义务教育的质量,实现社会的最大公平。     

我国知识产权犯罪体系的反思与重构

知识产权的私权属性是确立知识产权刑法保护的基础及出发点。刑法典将知识产权犯罪归类为破坏社会主义市场经济秩序罪,表现出在知识产权刑法保护方面的国家本位、社会本位价值理念,这与知识产权属于私权不相协调。因此,应以私权本位为价值追求,重构知识产权犯罪体系,将知识产权犯罪从破坏社会主义市场经济秩序罪中分离出来,作为单独一类犯罪进行规定。这不仅彰显了知识产权的私权属性,同时使我国的犯罪分类体系更具合理性。     

Social Justice Becomes a Living Experience for Students,Faculty, and Community

This social justice course was the result of a service‐learning project with African American and First Nations peoples of a Southern community telling their story of desegregation through the creation of a video documentary project. Combining the pedagogy of service‐learning with documentary video making, a social justice project was created that impacted students, faculty, and community.     

Listening to teachers–listening to students: substantive conversations about resistance,empowerment and engagement

This article examines contemporary research and debates about pedagogies of engagement that challenge the traditional assumptions and understandings of engagement. Three contesting epistemological constructions of student engagement are identified and examined through the contesting and resisting voices of teachers and students. The article's research suggests that an empowering and resistant pedagogy can (re)conceive student engagement so that it achieves the twin goals of social justice and academic achievement.     

分配，还是承认——一种复合的教育正义观

随着西方政治哲学的复兴和繁荣,分配正义几乎成为唯一被信任和推崇的正义方案。在这种背景下,教育正义也一直被分配的范式所垄断,分配范式的教育正义旨在解决教育资源的不平等占有。但在很多情况下,并非是消除不平等,而是避免源于承认期待伤害的羞辱和蔑视代表着教育正义的规范目标;不是分配平等或物品平等,而是对尊严的平等承认构成了教育正义的核心范畴。显然,由羞辱和蔑视所引发的教育不正义是分配正义所不能解决的,而必须通过承认的正义予以矫正。因此,分配的方案并不能单独完成教育的正义规范功能,教育正义的完备方案必须由分配范式和承认范式共同型构,以形成出一种复合的教育正义观。