自我负责的课程文化与社会创新

社会创新是当前全球化背景下各国社会变迁和发展的主要动力,其运作机制包括自上而下的国家政府路径和自下而上的市民社会路径.这两种路径的良性运作都需要社会资本的增长和普遍信任的形成.自我负责的文化是普遍信任形成和社会资本总量增长的基础.针对我国传统课程文化中的问题和新课程实施过程中的遇到的困难,在教育的核心构件课程中贯彻自我负责的课程文化,将有助于普遍信任的形成和社会资本总量的增长,从而促进社会创新和发展.     

Children and youth in behavioural and emotional difficulties,skyrocketing diagnosis and inclusion/exclusion processes in school tendencies in Denmark

In parallel with a national school policy on an inclusive school with a marked reduction in the number of pupils who, due to their disruptive behaviour, are referred to educational provisions outside of the ordinary school environment, a sharp rise has been seen in the number of children and teenagers who are given a clinical diagnosis, first and foremost that of ADHD (Attention Deficit and Hyperactivity Disorders). Over just a few years, the skyrocketing of diagnoses has turned notions of children and teenagers with emotional and behavioural difficulties upside down. From being young people who should ‘just pull themselves together and behave properly’ many have become pupils with a neurological dysfunction that requires treatment. The article provides insight into how diagnoses over very few years have come into focus in schools and in special needs education, and how this has made a deep impression and changed understandings of the best possible special and general educational provisions for children and teenagers with behavioural and learning difficulties. The article focuses on trends in Denmark and therefore builds primarily on Danish sources.