马克思主义人学理论视角下的新制度经济学人性假设反思     

徐铁光 《和田师范专科学校学报》2007,27(6):29-30

马克思主义认为：人是现实的人，是经济人、社会人、道德人的有机统一。其中，社会人是马克思主义人性假设的重点。新制度经济学人性假设是修改了的理性经济人。本文从马克思主义人学理论的角度对新制度经济学人性假设进行反思。通过反恩，既说明了新制度经济学人性假设的合理性、进步性，也揭示了其局限性。  相似文献   

恩格斯晚年对社会历史理论的新探索     

陈锐 《铜仁学院学报》2008,10(5):20-22

在唯物史观问题上,理论界一直存在着一种主要的理论倾向,这就是：承认马克思恩格斯共同发现了唯物史观,但把唯物史观的创立之功多归于马克思,甚至有人认为恩格斯是经济决定论者,以此来制造马克思和恩格斯在唯物史观上的对立。对于这个问题,需要从唯物史观发现的过程中,历史的、逻辑的探索出马克思和恩格斯在这一科学历史观发现上的一致性。  相似文献   

浅论我国现阶段社会发展的不稳定因素     

李延华  王云江  王育德 《邢台职业技术学院学报》2003,20(4):66-68

现代化有助于政治稳定，而现代化又孕育着不稳定。因此，在包括中国在内的发展中国家的现代化过程中，社会与政治的不稳定现象的出现是不可避免的。客观地分析和认识我国现代化进程中影响社会稳定的因素，控制或减少社会主义现代化进程中的不稳定因素，才能实现社会协调与持续的发展。  相似文献   

建国以来我国政党制度的变迁与经验总结     

尚九宾 《钦州学院学报》2003,18(1):21-24

回顾建国以来多党合作制的曲折发展历程,总结中国共产党在多党合作制建设上的经验,反思其教训,得出结论:中国共产党只有坚持正确的路线、方针、政策,并且在新时期积极适应时代变化,与时俱进,积极地推进依法治国,才符合多党合作制的发展规律,才能更好地推进和完善社会主义民主政治建设。  相似文献   

The role of International Non-Governmental Organisations in promoting adult education for social change: A research agenda     

Lutz Hoff  Anne Hickling-Hudson 《International Journal of Educational Development》2011

This paper explores the role of International Non-Governmental Organisations (INGOs) in adult education as one instrument of global civil society to effect social change. Postcolonial theory is utilized to explore the complex relationships between the concepts of ‘globalisation’, ‘global civil, society’, and ‘adult education for social change’. In seeking change for social justice postcolonial theory examines the construction of cultural discourse within the epistemologies of (neo-) colonial and decolonising contexts, as well as how such discourse helps to shape and change social realities and identities. We propose a postcolonial research agenda for studying the adult education role of INGOs.  相似文献   

Educational and indigenous justice in Africa     

Sheila Aikman 《International Journal of Educational Development》2011

This article examines the way in which some of the most discriminated against, disadvantaged and marginalised groups on the African continent, are re-defining education through strategies aimed at recognition of rights and social justice. It uses Fraser's analysis of social justice – distribution, recognition and participation – to examine the demands of the indigenous movement in Africa for rights to education. Over the past 10 years the concept of ‘indigenous’ has become embedded in African regional resolutions and reports while communities self-identifying as indigenous have been shaping new political and educational spaces for their participation and decision making about their development and their education. Taking the example of the East African pastoralists and the Maasai of Ngorongoro District in Tanzania, it looks at indigenous communities’ initiatives to define and achieve a qualitative education which is relevant and meaningful for their lives today. It concludes with a discussion of the potential for the indigenous movement in Africa to ‘reframe’ education for the benefit of not only indigenous communities but for all learners.  相似文献   

Introducing ICT into schools in Rwanda: Educational challenges and opportunities     

Jolly Rubagiza  Edmond Were  Rosamund Sutherland 《International Journal of Educational Development》2011

The Rwandan government views Information and Communication Technology (ICT) as a key tool for transforming the economy, with the education sector playing an important role in developing the necessary human resources. Since 2000 there has been a big push to introduce computers into schools and integrate ICT into the education curriculum through a range of initiatives. Within this paper we draw on the research of EdQual, a DFID funded project in order to examine issues related to the use of ICTs in schools in Rwanda. We argue that the potential of ICT will not be realised by the mere introduction of computers and ICT infrastructure in schools. We show that current policy initiatives appear to be disadvantaging particular groups, such as girls and those living in rural communities. Drawing on Sen's capability approach as a framework for theorising issues of education policy and social justice, we discuss how engagement with ICT can be reconceptualised as access to the capability of what Jenkins calls participatory culture. We also argue that without a shift in practices of teaching and learning with ICT in schools young people are not likely to learn how to exploit the capabilities offered by access to ICT.  相似文献   

Promoting turn-taking skills in preschool children with disabilities: The effects of a peer-based social communication intervention     

Tina L. Stanton-Chapman  Martha E. Snell 《Early childhood research quarterly》2011,26(3):303

The current study evaluated the turn-taking skills of preschoolers with disabilities who participated in a social communication intervention that targeted initiations, responses, and turn-taking skills, and taught children to repair and revise and to avoid interruptions and overlaps. Ten children who enrolled in an inclusive at-risk classroom met the inclusion criteria. A multiple baseline design across two dyads replicated across three additional dyads was used to determine the effects of the intervention. The social communication intervention was highly effective for five children, moderately effective for three children, and mildly effective for two children in increasing the rate of initiations with an immediate peer response from baseline to intervention. The social communication intervention was highly effective for one child, moderately effective for three children, mildly effective for two children, and ineffective for four children in improving turn-taking skills. Generalization results showed that nine out of ten participants demonstrated increased peer play following the intervention, increased levels of child-initiated interactions with a positive peer response, and decreased levels of solitary play. Several implications for practice were derived from the findings. By teaching children turn-taking strategies, the quality of social interactions that children have with their peers is likely to improve. The intervention offers a more systematic technique for teaching social communication and play skills than do informal strategies commonly used by teachers. Social validity assessments indicated that teachers found the intervention acceptable and produced important changes in behavior.  相似文献   

School building design for feeding programmes and community outreach: Insights from Ghana and South Africa     

Ola Uduku 《International Journal of Educational Development》2011

This article investigates how school building design can support primary school feeding programmes in low- and middle-income countries. Furthermore it argues for schools to become community “development hubs”; incorporating both local access to education and also to programmes for nutrition, ICT, health education and other services, outside of school hours. It reviews the literature on school feeding programmes. Data from field research on schools in Ghana and South Africa is used to identify the key design issues for schools delivering feeding programmes. It considers how national education policies can affect school planning and building priorities. The article concludes by calling for the evolution of a new school design model, in which the school site becomes a “development hub”, supporting children” education, associated support activities including school feeding, and importantly also, integrated community development outreach activities.  相似文献   

Equality or equity: Gender awareness issues in secondary schools in Pakistan     

Anjum Halai 《International Journal of Educational Development》2011

This paper focuses on gender awareness issues as a dimension of addressing the wider issue of the quality of education in Pakistan from the perspective of social justice. In Pakistan classrooms, boys and girls learn separately and therefore teachers and others tend to think that there are no gender issues once access is achieved and the learners are in the classroom. However, beyond access there are several factors that compromise quality of education and raise issues for gender equity as an element of social justice. These issues are examined in the context of a professional development intervention on promoting gender awareness among secondary mathematics teachers in disadvantaged schools in rural Pakistan.  相似文献