试析迪尔凯姆的社会分层理论     

谭有模 《柳州师专学报》2008,23(1):108-111

我们通常将马克思的阶级理论和韦伯的多元分层理论作为社会分层研究的两种基本理论模式,其实迪尔凯姆以维护社会团结为目的的功能分层理论也是非常重要的.本文主要探讨迪尔凯姆如何在《社会分工论》中体现他的分层理论以及对我国社会分层的指导意义.  相似文献   

公共行政工具性价值和终极性价值的整合与统一     

袁洪英 《哈尔滨学院学报》2009,30(2):39-43

公共行政作为实践活动必须有价值参照和支撑。效率、公平作为公共行政的工具性价值在公共行政百余年的发展历程中发挥着重要作用。而公共行政的终极价值关切即目的性价值为社会发展和公共幸福。公共行政价值的理想状态则为二者在形下和形上层面的有机统一。  相似文献   

对我国社会转型时期体育消费目标市场选择的思考   总被引：3，自引：0，他引：3  

庞宏敏  曹亚东  庞宏娜  姜世才 《河北体育学院学报》2006,20(2):24-26

根据我国转型时期收入分配的特点,结合人的需要层次理论,提出对体育消费进行目标市场选择,以便于有针对性地开发不同收入群体的体育消费,促进我国体育消费结构的升级。  相似文献   

侨缘社会资本对侨乡社会体育发展的功效研究   总被引：1，自引：0，他引：1  

许月云  刘刚  许红峰  郑志丹 《北京体育大学学报》2006,29(10):1327-1329

侨缘社会资本是侨乡社会体育发展的重要区域资源,是侨乡社会体育发展的"输血源"和"动力源";侨缘社会资本在侨乡社会体育发展中发挥了"第三部门"提供信息资源、经费资源、场地资源、组织资源等重要的历史功效;随着海外华侨华人社会结构的变化、侨乡社会经济迅猛发展,侨缘社会资本对侨乡社会体育发展的功效逐步由昔日的"输血型"向当今的"造血型"转化,秉承侨缘社会资本特殊禀赋的侨乡民营经济、民营企业、侨乡居民成为当今侨乡社会体育发展强有力的物质、人力、组织、信息等体育资源的重要主体.  相似文献   

我国社会体育发展的机遇及其面临的困难   总被引：8，自引：0，他引：8  

黄文仁  骆映 《体育与科学》2001,22(4):14-16

我国传统体育管理体制改革为社会体育的发展带来机遇的同时，也带来了一些新的困难。主要表现为观念更新，利益的重新分配及新旧体制顺利转轨等问题。  相似文献   

‘Freedom can only exist in an ordered state’: harmony and civic education in Singapore     

Li-Ching Ho 《课程研究杂志》2017,49(4):476-496

This paper uses the concept of stories of peoplehood to examine how the Singapore government has constructed a story of harmony and to consider how this story has influenced two important school subjects focused on civic education: Social Studies and Character and Citizenship Education. Stories of peoplehood, including constitutive, economic and political power stories, play a central role in the political project of people-making which involves defining the nature of membership in a political community and promoting a collective political identity. This study provides an alternative way of conceptualizing the goals and curriculum content of civic education and it also offers an example of how a nation state with a strong Confucian tradition has chosen to address the educational goal of living together through the promotion of values such as social cohesion and community relationships within a story of harmony. The study also shows how Singapore political leaders construct a narrow and limited discourse of harmony within the curricula and use it to legitimize policies that privilege particular groups, limit political freedoms, marginalize groups with less power or status, and circumscribe the kinds of actions a citizen can legitimately take.  相似文献   

The influence of grandparents’ social class on children’s aspirations     

Vanessa Moulton  Eirini Flouri  Heather Joshi  Alice Sullivan 《British Journal of Sociology of Education》2017,38(4):500-517

Social class mobility from grandparent to grandchild is a relatively neglected topic. Grandparents today are often healthier and more active, and have longer relationships with their grandchildren than in previous generations. We used data from the UK’s Millennium Cohort Study (n = 8570) to investigate the influence of maternal and paternal grandparents’ social class on the aspirations of children at age seven. Using path analysis and controlling for family income, mother’s and father’s education, lone motherhood, and child’s ethnicity and gender, we found very small direct effects from the paternal grandmother’s social class to the grandchild’s classed aspirations, and small, indirect effects, via parents’ class, of grandparents’ class on child’s classed aspirations. Multi-group analyses found few differences by ethnicity and gender. There was no evidence that, at this age, mixed-class parentage raises the aspirations of working-class children (the ‘sunken middle-class’ hypothesis).  相似文献   

The significance of materiality in shaping institutional habitus: exploring dynamics preceding school effects     

Pär Isling Poromaa 《British Journal of Sociology of Education》2017,38(3):384-402

This article examines the objective possibilities of Swedish schools to offer an equal and functional pedagogical practice for students’ acquisition of knowledge and skills. The data consist of policy documents, observations, and interviews with students, teachers, and head teachers in three educational settings distinguished by different social demographics. The focus allows for a comparative understanding of how tangible objects generate formations of schools as a relational phenomenon depending on geographic location and social background of students. The article indicates that the impact of materiality lies in its preceding power. It shapes the condition of institutions visualised in architecture, buildings, and the quality of and design of facilities and artefacts. From this material root emanates schools’ values, appeal, social status, and pedagogical organisations – school effects – that empower or weaken the school’s attraction and self-confidence. Different materialities influence each school’s institutional habitus, producing school effects with unequal educational outcomes.  相似文献   

Building bridges rather than walls: research into an experiential model of interfaith education in secondary schools     

Tim McCowan 《British Journal of Religious Education》2017,39(3):269-278

This paper examines research findings from an experiential model of interfaith education called the Building Bridges through Interfaith Dialogue in Schools Programme (BBP). The BBP has been operating continuously in Melbourne, Australia since 2004. In the research, participating students were interviewed and surveyed to assess the effect of this experiential interfaith education programme on their knowledge, attitudes, perspectives and behaviour toward those from different religious and cultural backgrounds to them. Some of the data from those interviews are included in this article. The findings identify that the programme promoted religious literacy, (including improved knowledge, understanding and appreciation for different religious and cultural traditions and their practices), dismantled prejudice from ignorance and overly generalised stereotypes of others, and promoted social inclusion and cohesion.  相似文献   

Parental influence in educational decisions: young people’s perspectives     

Kristinn Hegna  Ingrid Smette 《British Journal of Sociology of Education》2017,38(8):1111-1124

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