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101.
党内存在的官僚主义一直是影响党的发展的重大危险。列宁就这一问题做了大量的研究和探索。他充分认识到官僚主义的危害,指出解决官僚主义的途径,并且深刻地认识到这将是一个长期而曲折的斗争过程。 相似文献
102.
马全中 《河南广播电视大学学报》2007,20(1):8-10
当代西方国家官僚制改革是在特定背景下进行的,多种因素的综合作用导致了西方国家的官僚制改革.这些背景包括:全球化背景是改革的外因;公共管理面临的政治经济危机是改革的直接原因;官僚制自身弊病是改革的内因. 相似文献
103.
封建中央集权的加强、皇权的强化成为诸多学者的研究对象。在这一系列的研究当中,对明代监察制度的研究也越来越突显出来,成为中央集权模式系列研究中的一个重要分支,诸多专家学者对明代的监察制度的一系列问题进行了深入的研究。 相似文献
104.
Neil Selwyn 《Cambridge Journal of Education》2011,41(4):473-488
Schools have long made use of digital technologies to support the co-ordination of management and administrative processes – not least ‘management information systems’, ‘virtual learning environments’ and other ‘institutional technologies’. The last five years have seen the convergence of these technologies into integrated rather than separate systems – thereby allowing institutionally-related data, resources and other services to be accessed and used by school leaders, administrators, teachers, students and parents. Many commentators see the supposedly ‘open’ nature of these integrated systems as somehow democratising and decentralising the organisation of schools. However, this paper offers a detailed account of how the social relations of schools and schooling shape and bound the use of institutional technologies. Drawing on interview data from twelve ‘early adopting’ schools in England, the paper discusses how the implementation of integrated institutional technology systems is shaped by a set of organisational, bureaucratic and disciplinary concerns. In particular, the paper illustrates how these technologies strengthen existing ‘top down’ patterns of social power and control through a series of data-driven processes. The paper therefore considers how the systems are used to reinforce a wider ‘conservative modernisation’ of schools – intensifying the managerial control of curricula, the standardisation of labour processes and the accountability of educational practices. 相似文献
105.
李翔宇 《广西师范大学学报(哲学社会科学版)》2011,47(4)
反实证主义是韦伯理论明显的倾向。但要使自己的科层制理论像自然科学一样揭示现象的因果关系以实现可预计性功能,韦伯必然要调和实证主义与反实证主义的关系,并试图从实证主义当中去寻找理论支持,这就使得科层制理论带上了价值中立、因果关系以及结构功能主义等鲜明的实证主义特征。 相似文献
106.
王佳佳 《齐齐哈尔师范高等专科学校学报》2010,(6):74-75
自官僚制诞生以来,就受到国内外学者的普遍关注,或支持或反对,或维护或批判。纵观众学者对现代官僚制的批评,主要是由两条线索展开的：一条是对官僚制的＂低效率＂进行批评;另一条则是从民主的角度来对现代官僚制的民主价值进行批评。本文将以民主为线索,对西方理性官僚制的民主走向进行梳理。 相似文献
107.
马克斯·韦伯的理性官僚制是资本主义工业文明的基本组织形态,适应并促进了资本主义的发展.然而,学界对官僚制的看法却褒贬不一,即使在我国当前的行政体制改革中对其认识也不统一.但从中国社会发展由传统农业社会向现代工业社会转型的具体阶段来看,理性官僚制对我国的行政体制改革仍具有借鉴意义. 相似文献
108.
Zhenzhou Zhao 《International Studies in Sociology of Education》2013,23(2):148-164
With the relaxation of the system of command in China’s public schooling sector and the decline of ideological coercion in the post-Mao era, the Chinese state has reshaped its control over individual teachers. Much effort has been made to analyse the state’s influence on teachers’ academic activities at school, but little attention has been paid to the teacher–state relationship in another facet of teachers’ work, namely the socialisation of students. This article examines Chinese teachers’ perceptions of their relationship with the state through an analysis of homeroom teachers’ perspectives. Using a multi-method approach, this study reveals the teacher–state relationship through three key themes: teacher-profession–state, teacher–school–state, and teacher–market–state. The findings indicate that the post-Mao regime seeks to monitor and control homeroom teachers using indirect, subtle methods, and that teachers have a complicated understanding of the state’s articulation of their role and status. 相似文献
109.
Andrew Pendola 《Educational Philosophy and Theory》2013,45(14):1528-1540
Given present criticisms of contemporary education and leadership practices, this article investigates the ways in which the basic concepts of state freedom and bureaucracy stifle ethics and social justice in educational leadership practices through the philosophical framework of Emmanuel Levinas. By investigating Levinas’ ‘an-archy’, the definition of ethics and justice in school leadership can be reframed towards responsibility to otherness rather than individual freedom. The anarchical ethic of pure responsibility to the Other suggests that educational leaders should prioritize specific acts of responsibility over general actions based on the assumptions of traditional state education. Aspects of transactional, transformational, and social justice leadership are critiqued from this perspective. 相似文献
110.
Ton Derksen 《Interchange》2002,33(1):7-25
Dutch universities have gone through a terrible turmoil during the last 30 years. In retrospect it seems that the financial aspect has led the way of the changes. As far as administration goes, there was a change from a professorial dictatorship to a wholesale democracy and back again to a dictatorship, but now run by non-academic professionals. For the students, there was an increasing restriction of freedom, and for the researchers there were new regulations and requirements to be met every three or four years. During these years there has been a shameless and systematic attack on the quality of the university by the government to justify its financial treatment of the universities. 相似文献