The mediating role of moral exclusion between authoritarianism and outgroup discrimination

It has been well-documented that right wing authoritarianism and social dominance orientation as two facets of the authoritarian personality differentially account for a variety of negative intergroup behaviors. Integrating the Dual Process Model (Duckitt, 2001), with the literature on “Moral exclusion” (e.g., Opotow, 1990; Tileagă, 2007) we investigated whether or not moral exclusion would mediate such a relationship. Employing survey data (N = 1015), collected from a representative Hungarian sample, we found that moral exclusion mediated the effects of both RWA and SDO on the negative behavioral intentions against Roma as well as Jewish minorities in Hungary. Moreover, we argued that the concept of moral exclusion should be interpreted not as a generalized tendency, but as a mechanism which can be stemmed from distinct social cognitive motivations.     

土耳其政治现代化的历史轨迹

加强中央集权的奥斯曼帝国改革,导致了官僚集团内部推动现代化力量的形成,这一力量最终推翻了帝国的王朝统治.奥斯曼帝国的改革和凯末尔改革都遵循着自上而下的权威主义模式,改革的内容主要集中在军事和政治方面,经济现代化长期受到忽视.凯末尔改革造成了上层官僚的世俗文化与下层人民的伊斯兰文化的断裂.当代土耳其多党民主制与经济现代化的发展将广大的农村人口卷入到现代化进程之中,同时经济精英也成长起来,土耳其的政治现代化有了国家体制之外的推动力量,权威主义的现代化模式遇到了挑战.军事政变与政治伊斯兰的兴起都反映了当代土耳其两种现代化道路与模式之间的矛盾与斗争.     

教师权威“消解说”之辨析

“消解说”是关于教师权威问题的一种尚欠明确和欠系统性的认识,其表现出一定的局限性,如：“消解”之含义不清,对于权威与民主、自由的关系认识不全面等。正确看待教师权威消解状况,最重要的是要弄清楚教师权威存在的基础及其具体表现。事实上,教师权威的实际运行基础并无本质性的改变,“消解”也并非一种根本性的变化,消解论者所指的教师权威消解实质上只是指其在教育实践过程中的负面消解影响及表现,故不全面。     

师生关系视野下的教师权威主义文化探析

教师的权威主义文化在学校场域较为普遍.在师生关系视野下,分析教师权威主义文化的言语表现及其文化生成的影响因素,在此基础上深入剖析教师权威主义文化对师生关系的负面影响,即:教师权威主义文化拉大师生社会距离、阻碍师生"自我披露"、引发师生关系异化.师生关系视野下的教师权威主义文化探析将有助于教师反思和重建教师文化,改善师生关系.     

Multicutural literature and gifted black students: Promoting self‐understanding,awareness, and pride

Social dominance orientation (SDO), right-wing authoritarianism (RWA), and socially desirable responding were examined among a sample of self-identified supporters of gifted education (N = 341), 70% of whom had an official role in gifted education as researchers, teachers, or gifted-talented (G/T) trainers. The sample was primarily female, White, well-educated, and upper middle class. The relationship of SDO, RWA, socially desirable responding, and support for various gifted education practices such as testing for identification, curricular differentiation in a heterogeneous classroom, and cooperative learning was explored through latent class analysis and logistic regression. Two distinct groups, communitarians and individualists, were found on the basis of their support for different gifted programming. Higher deference to authority among communitarians predicted support for an inclusive social norm, compared to a preference for maximizing potential without regard for inclusion among the individualists, who were less likely to defer to authority.     

俄罗斯体制转型的路径分析

关于俄罗斯体制的路径选择，国际学术界盛行两种互为对立的观点。一种观点认为，俄罗斯社会独立之后，其体制转型的路径选择是权威主义的；另一种观点则认为，俄罗斯独立不久即选择了西方的代议民主制。事实上，俄罗斯体制转型的路径选择既不是权威主义也不是代议民主，而是介乎于二之间被称为委任民主的独特的政治形式。它从前继承了巩固权力的非民主方式，从后承袭了自由竞选。俄罗斯这一独特体制是其社会转型新的路径依赖的起点，也是我们据以判断其内外政策未来走向的基础。     

当前党执政体制的时代特性及其民主模式转型思考

执政党的执政体制，即执政党执掌运作政权所涉及的机构、机构职权的配置、权力运行模式及其三者的制度化状态的总和。当前中国共产党执政体制的时代特性是历史合理性和欠科学性的并存：作者认为当前体制是一种过渡型的威权主义执政体制。该体制转型后的民主模式应该既不削弱党的领导地位，同时还应能够不断增进中国共产党执政的合法性。     

如何领导组织学习：家长式领导与组织学习的关系/FONT

为了对我国企业领导者领导组织学习提供指导,研究了家长式领导与组织学习的关系。通过问卷调查法得到10家企业的276份有效问卷。结构方程建模的结果显示,家长式领导的仁慈领导对组织学习的六个维度都有显著的推动作用,而威权领导对团体学习、组织间学习、开发式学习和利用式学习具有显著的阻碍作用。这启发我国企业领导者要继续保持仁慈的传统文化理念和行为风格,尽量避免威权领导。     

Fútbol para Todos (Soccer for All): Democratization,Populist Legitimization or Quasi-Authoritarianism?

Abstract

In 2009 the Argentine government of Cristina Fernández de Kirchner created Fútbol para Todos (Soccer for All), a programme that led to a policy of direct state intervention in the acquisition of government television rights for the transmission of soccer matches throughout Argentina. Does Fútbol para Todos serve as a tool for the democratization of Argentinean society, a strategy for populist legitimization, or as an embodiment of quasi-authoritarianism? Successive Argentine governments have politicized soccer. Fútbol para Todos has served as a tool for populist legitimization, but also as a strategy designed to legitimize state interference in a historically private domain, promote government propaganda through a new state monopoly, and strengthen governance processes through popular approval under the ambit of the ‘democratization’ slogan. Fútbol para Todos thus aims to use the state as an agent in the construction of better governance processes for all, but it also reinforces the historical union between soccer and establishment political power in Argentina. Fútbol para Todos is populist in tone and appears democratic, but also masks a darker undercurrent of quasi-authoritarian tendencies in Argentina.     

素质教育的推进必须弱化威权、强化权威

要优化我国基础教育的环境、大力推进素质教育,政府部门应发挥积极作用。但政府部门的威权主义行为和权威不足非但未使基础教育的应试倾向得到有效遏制,反而加剧了应试倾向与学生素质发展间的对立,抑制了广大校长和教师的教改愿望,并使素质教育形式化了。而政府部门要在推进素质教育上发挥应有的作用,必须依法行政和增强学校的组织性以弱化威权,必须在教育管理过程中加大合法权力的投入和实行权、责统一以强化权威。