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1.
政治文化是社会政治生活在人们心理层面的反映,作为一种社会历史现象,它具有历史继承性。因此,政治文化的传统对公民的政治参与实践有很大的影响。我们要完善社会主义民主政治,促进我国公民政治参与水平的提高,必须消除传统政治文化的负面影响,汲取它的合理内核,建设中国特色社会主义参与型政治文化。  相似文献   

2.
The ‘Bolivarian Revolution’ in Venezuela is conceptualised as a pedagogical project that aims to develop ‘twenty-first century Socialism’ through state-grassroots collaboration in the reorganisation of political space in order to develop participatory, democratic institutions and processes. The cornerstones of this project to deepen and expand democracy in and through education are the adult Education Missions, set up in parallel to existing educational structures, and with an explicit focus on socio-political education and community projects aimed at promoting a new hegemony based on active grassroots citizenship. While the struggle to extend democracy in and through education is not unique to Venezuela, the conceptualisation of democracy as protagonist and participatory, and the explicit links made between education and democratic social change within the broader framework of twenty-first century socialism, makes Venezuela a dynamic site to revisit and reinvigorate classical debates as to the role of education in promoting democratic social change. Based on 15 months of empirical research, this paper examines the extent to which adult education in Venezuela is contributing to the development of a counter-hegemonic movement to build socialism for the twenty-first century.  相似文献   

3.
The purpose of this article was to gain a deeper understanding of Arendt’s educational philosophy, her perspective of political involvement as a kind of political education, and natality as the fundamental nature of education. The current study has extended past research by elucidating Arendt’s view of participatory democratic politics, her analysis of citizenship education programs, and her assessment of the crisis of education. The findings of this study have implications for Arendt’s idea of pedagogical authority, the specific character of Arendt’s contribution to political theory, and her grasp on the link between citizenship and education.  相似文献   

4.
Higher education institutions have faced increased social, cultural, economic, and political challenges in recent decades. In this study we used the socio-cultural construct of trust to understand how organizational responses to external challenges impact the relationship between faculty members and administrators. Using extensive interviews, observations, and document analysis from a small, private college, we considered how intentionality, a safe campus climate, expertise, participatory governance, and transparency impact stakeholders’ perceptions of organizational trust.  相似文献   

5.
This article presents the Cyprus results, and proposes a model of home environment and school climate on the social participation of ninth graders based on the IEA 1999 CIVIC education study data. This study examined ninth graders’ participation in social actions by means of a questionnaire; the data were analyzed using structural equation modeling methodology (LISREL). The objective was to design a model, using two exogenous constructs—the home environment and school climate, and four endogenous constructs—political interest of the student, political environment of the student, democratic values and social participation of student in social actions. The study demonstrated that political interest and school climate influence political interest and political environment and these endogenous factors influence democratic values of the students. Finally democratic values influence social participation of students in social actions.  相似文献   

6.
The present study shed light on the continuing debate among students of political socialisation regarding the effects of civic education on the upholding of democratic attitudes. Our major conclusion is that civic education, in and of itself, has only minor effects on democratic attitudes of pupils. Furthermore, among pupils who attended civic education classes, democratic class climate would have a crucial effect on the internalisation of democratic attitudes, and the association between sociodemographic characteristics and democratic attitudes is partially mediated by perception of democratic class climate. The findings offer a model which involves demographics and class climate for predicting the success of civic education in meeting its main goal—the absorption and internalisation of democratic attitudes. Thus, we hope to take the ongoing debate in the field at least one small step forward. 1 1. All authors had an equal contribution.   相似文献   

7.
Abstract

This mixed-methods study examined how ten- to twelve-year-old children experienced and made sense of their growing climate change awareness through an after-school program that used participatory methods to facilitate children’s informed climate change action. The fifteen-week program combined hands-on educational activities with digital photography and culminated in youth-led action projects focused on individual (i.e. daily habits) and collaborative change (i.e. community projects). After the program, children knew significantly more about the scientific and social dimensions of climate change than before, and more than the average U.S. teen or adult. Survey and focus group analyses showed that, in addition to learning, children were inspired and motivated by their growing climate change awareness. Children felt empowered by their knowledge and eager to learn more and take action to minimize harms. Towards theorizing children’s constructive climate change engagement, the importance of informal learning environments for children’s intergenerational and political influence is discussed.  相似文献   

8.
在传统和现代多种政治文化因子共存、杂糅、碰撞的影响下,农村青年的政治价值观发生了激烈的嬗变,呈现出传统色彩与现代理念共存的双重特性。有效促进农村青年政治价值观的现代转型,关键在于构建反映当代农村青年政治价值取向的"四型"自治文化模式,即通过构建民主型、参与型、契约型、法治型的自治文化,培养农村青年的民主观、政治参与观、契约观和法治观。  相似文献   

9.
This paper revisits the Chinese experience of liberation struggle, from the 1920s to the 1940s. It begins by justifying an examination of the learning dimension of the Chinese liberation struggle. The early rural political and educational work of the Chinese Communists is then described. The next section of the paper examines the approach to political education that emerged in the Chinese Communist army. The educational process that developed during land reform is then discussed in some detail. The final section of the paper assesses the contemporary significance of the Chinese experience of political education. It is argued that the period of liberation war and land reform in China constituted a ‘democratic moment’, in which a dialectic of cadres (educators) and people (learners) created a participatory and creative process of learning in social action. The elements of this process included: specific, materialist analysis of learners’ culture and social context; strategic and reflective analysis; experiential education; and direct instruction.  相似文献   

10.
We evaluated influences on the climate change risk perceptions of undergraduate students in an introductory Earth Science course. For this sample, domain‐specific content knowledge about climate change was a significant predictor of students' risk perception of climate change while cultural worldviews (individualism, hierarchy) and political orientation were not. These results contrast with previous studies highlighting worldviews as a dominant influence on risk perception. At the beginning of the semester, students' climate change content knowledge was relatively low, with average scores on a 21‐item test less than 50%. Post instruction results indicated that students learned climate change science during the course, and their perceptions of risks associated with climate change increased. Unlike most prior research evaluating links between climate change knowledge and risk perception, our measure of content knowledge was a validated assessment specific to climate change. Use of this specific climate knowledge test may be one reason that we detected a relationship between climate knowledge and risk perception whereas most of the previous research has not. Another—possibly complementary—explanation may be a generational shift between our study sample and prior samples. Undergraduates today, having grown up with more exposure to climate change in schools and the media than previous generations, may be diverging from average adults in that learning climate science appears to also increase their perceptions of the risks climate change poses. Undergraduate courses with embedded climate‐related activities present an opportunity to both increase climate science knowledge and risk perceptions of future decision makers.  相似文献   

11.
村民自治是农村政治体制改革和民主政治建设的重要成果,村民自治的进一步深入推广标志着中国的民主化进程迈出了重要的一步,而加强农民在村民自治过程中的民主参与,是发展农村基层民主的重要内容。当前,民主参与的发展存在很多制约因素,如制度缺失、农民素质文化偏低和政治参与能力不够高等等。因此,要发展民主参与,就必须完善民主参与的相关制度,大力发展农村经济,提高农民的文化水平和政治素养。  相似文献   

12.
In this study, we examine the impact of a curriculum designed to increase first year college student political engagement. We used a staggered implementation design in which eight classes of traditional first year college students in were taught a political engagement curriculum by two instructors. The results confirm the positive impact of the political engagement curriculum above and beyond a rhetoric and composition curriculum for traditional first-year college students on important political indicators such as internal political efficacy and attentiveness and interest in politics. Further, participants exhibited significant post-intervention differences with regard to their comfort level joining political conversations as well as employing important conversational strategies to strengthen democratic dialogue. These results support the use of this curriculum to increase first year college students’ political engagement and underscore the impact that classroom curriculum and instruction can have promoting a deliberative and active citizenry.  相似文献   

13.
Since the 1990s participation has become a buzzword in education as well as in development contexts. In those contexts, participation has more particularly been linked up with personal promises of self‐fulfilment, ownership and self‐determination as well as with democratic ideals such as justice, equivalence and freedom. In the paper, we focus on a dominant argument in the justification and also realisation of participation in those empirical contexts, namely the claim to freedom. In order to analyse this freedom, we explore a concrete case in which we show how participatory processes promote various possibilities for the subject to enact freedom. Via Foucault's perspective of governmentality we scrutinise this argument of freedom, indicating how the possibilities and opportunities for liberation and freedom are actually governing the subject in a very particular way, constituting a specific ‘participatory’ norm.  相似文献   

14.
Human behaviours in organisations are closely associated with leadership styles. The main purpose of this study is to find out the relationship between teachers’ perception about multi-frame leadership orientations of principals and teachers’ emotional labour. The study is based on Bolman and Deal’s Four Frames Model, and, therefore, the Leadership Orientation Scale and Emotional Labour Scale are used. The participants of this research are 570 teachers. The teachers’ perceptions showed that school principals tend to mostly use political and structural frames. In addition, teachers consider themselves as having a high level of genuine emotions. It was also found that school principals’ leadership orientations are significant predictors of emotional labour.  相似文献   

15.
ABSTRACT

The purpose of this study was to examine community college engineering students’ perceptions of their classroom climate and how these perceptions are related to fundamental skills in engineering. The study was guided by the following research question: How are community college engineering students’ perceptions of their fundamental engineering skills related to their perceptions of classroom climate? Data from a 2009 National Science Foundation sponsored project, Prototype to Production: Processes and Conditions for Preparing the Engineer of 2020 (P2P), which contains information from students in 15 pre-engineering community college programs, were examined. Measures of classroom climate and fundamental skills related to engineering were first established through an exploratory factor analysis. In order to explore differences in student perceptions by individual characteristics and by institution, hierarchical linear modeling (HLM) was used. Results indicated that for community college engineering students, a warmer perception of classroom climate was associated with a higher perception of fundamental engineering skills. At community colleges, class sizes are generally smaller, especially compared to introductory courses at universities, and may provide a warmer climate for students considering beginning their engineering degrees. Given the diversity within community colleges, these institutions may provide an important pathway for underrepresented groups in engineering.  相似文献   

16.
Many authors have claimed that participatory perspectives should be a significant feature of environmental and sustainability education (ESE). This change in ESE practice implies a relocation of the process of environmental knowledge constitution from ‘before’ to ‘in’ the educational event. The aim of this paper is to clarify both the processes of knowledge constitution and the content of the constituted knowledge within participatory ESE practices. Two methods based on John Dewey’s transactional perspective are used in the study: epistemological move analysis and pragmatic discourse analysis. The empirical material consists of video-recorded student discussions about climate change in the setting of a Swedish upper secondary school with a pronounced sustainability approach. In the analyses, six different epistemological moves used by the students are identified. The analyses show how students cooperatively constitute a specific view of climate change by using these moves. A main conclusion of this study is that participatory approaches do not necessarily mean that knowledge becomes more diverse. It is therefore important that teachers pay attention to governing processes among students and occasionally challenge the common view in order to allow for alternative possibilities and views.  相似文献   

17.
This article presents a set of spatial tools for classroom learning about spatial justice. As part of a larger team, we designed a curriculum that engaged 10 learners with 3 spatial tools: (a) an oversized floor map, (b) interactive geographic information systems (GIS) maps, and (c) participatory mapping. We analyze how these tools supported learning using notions of politicization. The floor map fed conceptual understandings of the map as a representational text and served as the terrain for an embodied activity to support proportional reasoning about inequitable distributions of resources. The data-rich GIS maps and their zoomability allowed for coordinating across multiple variables to connect patterns in inequities to other social processes. The participatory mapping enabled learners to make discoveries about, connect, and share beyond the individual classroom counterstories from people in the lived streets of their neighborhood. In aggregate, this set of spatial tools produced a complex, hybrid view of the city’s space, which contributed to learners’ political formation.  相似文献   

18.
卡罗尔·佩特曼的参与民主理论评析   总被引：2，自引：0，他引：2  
美国著名政治学家卡罗尔·佩特曼于1970年出版了《参与和民主理论》一书,完整地构建了“参与民主”理论。佩特曼以古典民主理论为研究起点,通过对第二类古典民主理论进行诠释得出参与民主理论,并运用企业低层次上工人参与的例证、企业更高层次上工人部分参与的例证,以及南斯拉夫工人的“自我管理”实例等实证资料对参与民主理论进行证明。参与民主理论对民主理论的发展做出了重要的理论贡献,同时,它在内容上和论证上也存在不足之处。但是,参与民主理论的不可操作性促发了审议民主理论的勃兴;参与民主理论构筑了公共行政合法性的根基,为民主行政提供了可以借鉴的理论。  相似文献   

19.
Since 1968, according to the French higher education law, elected students must participate in the different academic boards in every university. As trustees, they must formulate opinions about the institutional policy. Moreover, they must deliberate on equal terms with teachers. According to a common discourse, this democratic activity is still considered as a nonsense because of some students’ structural weaknesses: very low turnout at the elections of their representatives, very high absenteeism rate of these miselected representatives and incapacity to formulate responsible and pragmatic proposals. This students’ uselessness in the academic participatory governance process would come from a post‐modernist air du temps: youth apathy, individualism, democratic societies’ crisis . . . In accordance with the scientific questioning about the contemporary processes of political communication, I propose an alternative set of explanations focused on the spirit and practices which rule French academic boards. I assume that the development and improvement of student participation are also limited by endogenous factors that are closely linked with the functioning of the academic boards. I propose an ethnographic analysis of a French university board. I compare the elected students’ absenteeism to the others members’ (teachers, staff members and guests) attendance rates. Then I study the cultural patterns which structure the interactions. Discursive freedom would be the sine qua non condition of academic autonomy and the structural explanation of weak student participation by teachers.  相似文献   

20.
This paper deals with some issues underlying the role of education in the preparation of students for democratic participation. Throughout, I maintain two basic ideas: first, that a political action undertaken to obtain practical ends reflects a set of privately held values whose recognition is therefore essential to any idea of the political; second, that the continued viability of liberal democracy is dependent upon its openness to alteration through its recognition of private values. In order to bring these ideas to light more clearly, I will develop my position in the form of a critique of some contemporary liberal theories of civic education, most notably Amy Gutmann's, as expressed in her influential work Democratic Education. Maintaining Gutmann's requirement of educational relativism, I intend to show how her emphasis on individual deliberation as a goal of education fits within a system of deliberative democracy, and that the two serve to minimize, on the individual level, the ability of individuals to seek recognition within the public sphere, and on the political level, the ability of democratic institutions to be renewed through participation.  相似文献   

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