论人的两种全面发展(对话)   总被引：13，自引：0，他引：13  

王锐生 《首都师范大学学报(社会科学版)》2002,26(1):1-8

本文认为要区别两种人的全面发展 :一种是作为未来社会最高原则的每个人的自由全面发展 ,一种是当前社会现实里作为党的各项方针、政策价值取向的人的全面发展。二者之间是最高纲领与最低纲领的关系。从实践层面说 ,现在社会中人的全面发展更有现实意义。在结合当前中国的实践、发展人的全面发展思想方面 ,应当注意三个问题 :1、把人的全面发展当作一个体现当前社会主义新社会本质的主题纳入现阶段人们的奋斗目标 ;2、现阶段人的全面发展不仅取决于物质 ,也取决于精神。 3、把人的全面发展与社会的物质文明与精神文明的发展看作相互结合、相互促进、互为前提和基础的历史过程。除了马克思关于人的全面发展思想外 ,还可以开阔眼界 ,从别的维度 (中国儒家、道家等传统哲学角度、现代高新科技角度等 )来考察。  相似文献   

Critical Religious Education (CRE) in practice: evaluating the reception of an introductory scheme of work     

Angela Goodman 《British Journal of Religious Education》2018,40(2):232-241

Critical Religious Education (CRE) is a contemporary pedagogy of religious education developed by Andrew Wright and various colleagues over the past two decades. There has been widespread academic discourse about the pedagogy in theory but increasingly commentators have called for examples of it in practice. Over the past seven years a writing group associated with The Forum of Religious and Spiritual Education at King’s College London have been developing practical materials aimed at supporting teachers in embedding the pedagogy in practice. Of particular relevance to this paper is the development of an introductory scheme of work, aimed at year 7 students, which has been trialled in a number of schools in and around London. In 2013, focus group interviews took place in four of these schools in order to ascertain the reception that the materials had received. The data suggests a very positive response to the introductory scheme of work and the CRE approach in general, partially dispelling some criticisms levelled at it in academic discourse. The author has thus suggested that the approach and the work of the writing group need further exposure, especially in schools, at conferences and on initial teacher education programmes.  相似文献   

Developing Managers in Further Education Part 2: the process of development     

《Journal of Further & Higher Education》2012,36(3):355-363

Abstract

This article is the second of a two‐part article which reports research on the development of managers in further education (FE). It draws on a survey of all general FE colleges in England, and two case study colleges, Peterborough Regional College and Leicester South Fields College. The first part of the article reported on the number of managers in FE, the allocation of responsibility for their development and the extent of development activity.

The second part of the article explores the process by which the development needs of managers are identified, showing that two parallel processes exist, a systematic approach based on appraisal and an ad hoc process based on individual initiative and serendipity. The choice of development activity is also analyzed, concluding that cost is the major factor driving the process, but that other attitudinal and resource issues are part of the overall picture.

The links with strategic planing are also described, questioning the extent to which such links are happening in practice, and how far they may be viable, given the difficulty of prioritizing managers’ personal development needs against other more concrete college goals.

Finally, the article returns to the Pedler et al. (1988) framework used as an analytical tool in the first part of the article, to conclude that colleges appear to have made some progress in introducing systems to the development of managers, but that there are still many barriers to the implementation of systems which embrace management development in the widest sense.  相似文献   

新时期农村青年精神需求的调查与分析     

魏峥 《孝感职业技术学院学报》2012,15(4)

文章从当代农村青年对社会交往和尊重、自身素质提升、自身价值实现等几个方面的精神需求分析了当前农村青年的精神状况,对满足农村青年精神需求的对策进行了探讨。  相似文献   

转型期社区物业管理与精神文明建设创新探讨——武汉市百步亭花园社区精神文明建设经验分析     

袁永胜  苏龙 《湖北成人教育学院学报》2013,19(4):115-118

"全国创建文明社区示范点"武汉市百步亭花园社区创造了物业管理为社区精神文明服务的先进经验,成为湖北和谐社会建设的一张名片。其中物业管理"亲情服务"、"理性利润"和"以德为魂"的三大理念有效解决了经济效益与社会效益的矛盾,为社区精神文明建设拓展了一条新路,具有推广应用价值。本文分析了其经验对社会转型期和谐社区建设的实践意义。  相似文献   

Research and teaching at a research university   总被引：3，自引：0，他引：3  

Robert C. Serow 《Higher Education》2000,40(4):449-463

This paper examines tensions between the research and teachingcomponents of the faculty role. It does so by reporting resultsfrom a case study of committed undergraduate teachers at aresearch university. Having agreed that research was the dominantelement in the university's academic reward system, samplemembers were cross-classified along two dimensions: First, theirown adaptation to the reward structure, as indicated by theirfive-year records of involvement in funded research; second,individuals' stated attitudes and beliefs toward the teaching andresearch roles. Although the 11 active researchers (ARs) withinthe sample reported somewhat more positive attitudes towardsresearch than did the 18 less-active researchers (LAs), we foundconsiderable overlap across, and variation within, the twosubsamples. Particularly noteworthy were the presence of a strongallegiance to the historic teaching mission of publicuniversities among both groups and, among the LAs, anoppositional cadre of politically adept senior faculty who hadachieved some success in preserving or expanding the place ofundergraduate teaching in the reward systems of their departmentsand colleges. The paper concludes by considering the case studyfindings in light of both recent theoretical work on intrinsicmotivation and the future of the teaching role.  相似文献   

对大学校园文化建设工作的探讨     

郭春雷 《辽宁科技学院学报》2000,2(2):69-71,74

文章通过对大学校园文化内容的论述,阐述了校园文化工作与人才培养和社会主义精神文明建设的关系。也对如何搞好校园文化建设进行了探讨。  相似文献   

New Faculty Roles in Learning Outcomes Education: The Experiences of Four Models and Institutions     

Elizabeth A. McDaniel  B. Dell Felder  Linda Gordon  Mary Ellen Hrutka  Stephanie Quinn 《Innovative Higher Education》2000,25(2):143-157

Innovative models that focus on learning outcomes engage faculty in new ways of facilitating and assessing learning, while their institutions seek to support and reward their participation. Innovators from four different institutions provide an overview of their approaches to implementing principles of outcomes-based education, compare their models, and explore the changes that are precipitated in the roles, rewards, resources, structures, and models. While the four institutions and models differ on several significant variables, the innovators identify common key elements and issues that the academy must address in order to transform the educational experience and culture to a more learning-centered enterprise.  相似文献   

我国精神损害赔偿制度的立法缺陷及其完善     

巫建忠 《湖南城市学院学报》2005,26(2):32-34

随着1987年《民法通则》的实施,我国初步确定了精神损害赔偿制度,经过十几年的不断探讨发展,到2001年3月最高人民法院《解释》的颁布,我国的精神损害赔偿制度得到重大发展,但仍未形成完备的规范体系,还必须进一步完善。  相似文献   

隐蔽课程建设之简要考察     

李霞 《毕节学院学报》2004,22(1):40-42

随着人们对隐蔽课程这一概念理解的逐步加深,隐蔽课程建设日益受到人们在当前正在进行的基础教育课程改革中体现尤为明显.隐蔽课程存在的意义探讨;隐蔽课程的内容及特点分析;隐蔽课程建设的有力措施.  相似文献