民族精神的伦理解读

作为承载着伦理精神发育与生长的伦理实体,民族精神既蕴含着对精神本质的追求,又外化出活的伦理世界,同时表现为各种价值合理性的规律存在:它不仅决定着国家与民族的生存,是形成价值共识的原动力;而且还是世界精神的诞生地和不可缺少的组成部分.     

武术对培育和弘扬民族精神的作用探析

优秀的民族精神是一个民族的灵魂支柱,是维系国家统一、民族团结的力量源泉。历史悠久、源远流长的中华武术之所以被世人所称誉,就是因为它承载着我们中华民族精神的精髓。随着历史的发展,社会的进步,世界各国都把人的全面发展作为最终目的。而体现我们中华民族文化精华和宝贵民族精神的中华武术必将承担起继承和弘扬民族精神的重任。     

谈弘扬和培育电大学生的民族精神

根据党的十六大报告提出的“弘扬和培育民族精神”的要求,在电大学生中弘扬和培育民族精神是非常必要的,要创造良好的环境和氛围,使民族精神渗透到学校各项工作中去;要发挥主渠道的作用,对学生进行系统有效的爱国主义思想和民族精神教育。     

论叶适对南宋士风的认识

士风与民风联系密切,而且士风往往对民风起到引领的作用.永嘉学派集大成者叶适,不满南宋士风浇惰现状,对士人蹈虚谈玄、重私轻公等习气加以批评.净化士风宜始于正士,他认为,通过“致道成德”塑造士的理想人格,再借助道德实践,用士风来化导民俗,促进社会的开明进步.     

Practising leadership in newly multi-ethnic schools: tensions in the field?

This paper explores the leadership practices of three principals following a period of intensive immigration in Ireland. Drawing on the work of Bourdieu, it conceptualises schools as structured social spaces and of their leadership work as a form of practising. This practising is an outcome of the intersection between deeply embedded subjectivities operating in diverse fields of action that shape, constrain and transform each principal’s practices. Presenting an analytical model that highlights the circular and capillary-like dimension to such practising, the paper explores how principals’ recognition of immigrant children (their recognitive practices) as well as investment in supporting their learning (distributive practices) are shaped by the logics of practice across different fields, as well as by their own evolving habitus and struggle to be authentic in a period of rapid social change. Practising effective leadership in newly multi-ethnic schools must be conceived as layered and multiple but must be underpinned by an ethic of justice, if the minoritised status of ‘ethnic’ others is to be challenged and overcome.     

论高职院校思想政治教育在学风建设中的作用

学风建设是高职院校坚持正确办学方向的内在要求,是加强思想政治教育工作的重要推力,在学风建设的过程中,思想政治教育对学风建设起到至关重要的作用,二者之间工作本质相同、目标基本一致、工作内涵休戚相关。高职院校应以思想政治教育带动学风建设,打造良好的学习环境和氛围,使学生增强求知的动力,规范学习制度,促进学风建设规范化。学风建设不仅要满足学校自身的建设发展需要,同时要符合时代的发展要求。学风建设面临的新问题与新挑战,要求学风建设必须认清新的发展规律。充分发挥思想政治教育多种载体作用,创新工作思路和方法。     

‘Teachers should be like second parents’: affectivity,schooling and poverty in Mexico

The paper highlights the importance of affectivity in school retention in public secondary schools in Guadalajara, Mexico, in a socioeconomic context where the students themselves often decide whether to stay in school or to drop out. In such contexts, students' feelings towards the school and the teachers can become crucial in deciding whether to persist with school or not, especially when they are already under pressure due to economic difficulties and other family pressures. Yet currently, pressures to achieve efficiency in schools limit staff capacity to establish more personal contact with students. The article looks at how three key spaces within Mexican secondaries could potentially reinforce one another to help attend to students' emotional well‐being, but also points to obstacles that currently prevent these spaces from being used in a constructive way.     

Constructing a new KS3 curriculum at Brooke Weston CTC: a review and commentary

This paper reviews changes to the key stage 3 curriculum at a leading comprehensive school. The nature and practical concerns of the changes are described. These move beyond a fresh approach to content; they include issues about engaging students actively in learning for the future, planning around the school's distinctive ethos and expertise in ICT, and using curriculum as a vehicle for providing energy for new staff and heads of department to engage in learning leadership. Theoretical models of curriculum are examined to locate thinking at Brooke Weston CTC in a conceptual framework. The paper suggests that futuristic curriculum development resonates with some classical curriculum models that have been ignored over the past two decades of the National Curriculum.     

师道复兴:王艮的平民教育家精神解读

泰州学派创始人王艮开启平民教育,毕生躬行讲学,弘扬师道,将\"师道\"视作觉民救世的关键,发扬师者正己而后育人、诲人不倦的敬业精神与先觉启后觉的人文精神。王艮平民教育家精神以勤学苦练、虚心求教的专业知识积累为基础,以立心立命、守正创新的专业人格为内核,以修身立本、因材施教的专业智慧为架构。解读平民教育家王艮师道复兴观及其教育精神发展,以启新时代高素质教师队伍的建设方向。