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1.
社会工程研究是不同于自然科学研究的一个特殊领域,社会工程的哲学也有自己的特殊问题.在社会工程哲学研究中,探讨规律和规则、原因和理由、论证和说服这三对范畴的区别是很重要的.在社会工程活动中我们应该树立新观念,强化规则意识、理由意识、说服意识;应该在新视野、新需要、新语境、新范畴中开拓社会工程哲学的新边疆. 相似文献
2.
杨涛 《中国校外教育(理论)》2007,(3):115
通过对体育的社会化、体育社会与社会体育的相关概念、理论框架以及体育社会学与社会体育学的研究对象进行阐述,从理论上分析体育社会与社会体育的联系与区别,以期让我们对这两门学科有个清晰的认识。 相似文献
3.
网络中网民社会正义感与现实生活中的社会正义感存在区别与联系,通过探讨网民社会正义感的内涵、载体、内容、表达方式及影响,认为积极引导、调适网民在网络中社会正义感的运用,有利于促进网络管理,增进社会个体的民主意识,保障社会正义,建设和谐社会。 相似文献
4.
社会图式理论述评 总被引：2，自引：0，他引：2
郑淑杰 《内蒙古师范大学学报(哲学社会科学版)》1996,(2)
现代图式理论将图式理解为知识结构，与皮亚杰的图式理论存在着差异。本文讨论了图式与以往定势心理的区别及联系。社会心理学家试图用图式概念解释社会认知现象，称之为社会图式理论。文中澄清了社会图式概念使用上的名称混乱问题，介绍了社会图式的种类划分，论述了社会图式的产生、发展、改变及其作用，最后提出了社会图式理论的不足及需要进一步研究的问题。 相似文献
5.
王昭风 《聊城师范学院学报》2005,(2):66-69
社会历史存在物就是以自然存在物和客观实在性为前提，以实践为中介或在实践基础上创造建构的社会历史性物质实体、物质性活动及其功能性的关系、结构和规律等。这一内含人及人的实践的存在物规定了社会科学研究方法至少应具以下特殊性：与自然科学研究方法相互渗透更彼此区别；具体研究过程中无法剔除主客互逆悖论；在前提假定、要件构成及具体的研究技术与细节方面有自己的特殊要求；其最高层次、最终境界与核心问题是一种社会历史认识论。 相似文献
6.
一、现实社会伦理与信息伦理对接研究
1．信息社会是现实社会的一种特殊的有机构成
如果把网络虚拟社会叫作信息社会，那它似乎和现实社会产生了区别。其实所谓信息社会，并非是凭空构造的想象产物，它也存在着十分坚固的现实支撑。[第一段] 相似文献
7.
“社会工程”是一个新的学术研究的概念和范式。2006年4月初,由中国哲学社会科学界发起的在西安举行的我国“首届社会工程理论与方法研讨会”上,与会的专家学者对“社会工程”的概念,研究的对象、方向与路径,其与意识形态的关系性和其它发达国家研究的模式特点等方面从不同的学科专业角度进行了研究探讨,并认为,提出这一新概念并推进其研究开拓了一个新的研究领域,将导致我国教育理念和模式的战略性转变,对合理解决当代社会问题意义重大。 相似文献
8.
社会工程作为人们改造社会世界的典型实践活动、人类把握现代世界的基本方式之一,包括社会工程事实、社会工程现象、社会工程理论（学）和社会工程哲学等四个层次。社会工程理论（学）研究只有实现从抽象到具体,并上升为社会工程哲学,才能更深刻地把握社会工程的本质、特征和规律,进而发挥其在中国现代化建设,特别是全面深化改革中的方法论功能。 相似文献
9.
社会技术哲学研究在一定意义上说已经形成了“气候”,而社会工程哲学的研究则刚刚开始。因此,必须首先对社会工程哲学研究的价值问题有一个基本的认知。社会工程哲学是社会技术哲学的证明和延伸,或者说,社会工程哲学是社会技术哲学的“下游产品”,社会工程哲学是马克思实践哲学的发展和具体化,社会工程哲学是构建和谐社会,建设创新型国家等诸多社会工程的方法论。 相似文献
10.
任何社会组织都不同程度地演绎着个性向个性化、同一性向同一化迈进的逻辑;社会组织个性与个性化、同一性与同一化是互相区别又互相联系的两组范畴;社会组织内部及社会组织之间的个性与同一性状态在不同文明时代有着显著的区别。追求个性化的同一性或同一化的个性应当成为现代社会组织在知识经济时代塑造良好组织形象的根本指导原则。 相似文献
11.
ABSTRACTUsing the Israeli case, our study delves into teachers’ and students’ notions of social justice, exploring how they are shaped by both world culture trends and local conditions. We first identify social justice notions in the world culture perspective and Israeli society. Then, we empirically examine how these notions are understood by educational agents – teachers and students – across sectors that mirror Israeli society’s major divide: Jewish and Arab-Palestinian. Findings suggest that educational agents and ethnonational affiliation play a major role in recreating national heritages and the different ways in which they understand social justice their lives. 相似文献
12.
Veselina Lambrev Bozhin Traykov Anna Kirova 《International Studies in Sociology of Education》2018,27(1):23-41
This article uses the case of Bulgarian, predominantly Roma, schools to illustrate the long history of stereotypes about Roma people dating back to modernity’s discursive binary oppositions of ‘civilized’ vs. ‘barbarians.’ The data from a longitudinal study with 12 Bulgarian educators showed the modes by which Roma as the Other is created in the school context as a universal cognitive category, internalized in social and individual identities that divide the world into ‘us’ and ‘them.’ The paper argues that Bulgarian teachers’ perceptions of attitudes, behavior, and values of Roma communities are, in fact, a projection of the discursive representations with which western European modernity has constructed the Balkan region. This research contributes to further explicating how the ideological paradigm of neoliberalism intersects with the old Enlightenment and post-Enlightenment dichotomy of civilized–barbarians and how it is reconfigured to construct those incapable of fitting within the entrepreneurial spirit of the free market efficiency as unwilling to democratize. The case of Bulgarian, predominantly Roma, schools serves to illustrate how peoples who are Othered in the western European discourse designate their own Other, and thus provides a fruitful approach to understanding how Roma’s social exclusion is constructed and situated. 相似文献
13.
H. Zandvoort 《European Journal of Engineering Education》2008,33(2):133-140
In this paper I introduce the contributions to a special section of the journal: one devoted to the question of how engineering curricula can or should contribute to the preparation of graduates for socially responsible decision making and conduct. The special section is motivated by the circumstance that, although there is broad agreement that engineering education has a role in preparing its graduates for social responsibility, there is a considerable lack of clarity as to how graduates should be prepared for social responsibility, and what this entails for the engineering curricula. Bucciarelli and Conlon both provide reasons why, in order to prepare graduates adequately for social responsibility, considerations of the organisational, social, legal and political context in which engineers operate need to be included in the teaching. Conlon, in addition, explores the possible contributions that the field of sociology can make to this teaching. Heikkerö focuses on the attitudes that are required for socially responsible professional practice and that should be taught in engineering education. Didier and Huet present the results of a survey on how the issue of corporate social responsibility is being discussed and taught in engineering education in France. Both Börsen and Zandvoort et al. report on courses that they teach, and which are aimed at preparing students for ethical and social responsibility. 相似文献
14.
《Critical Studies in Education》2013,54(3):247-260
This article examines interview talk of three students in an Australian high school to show how they negotiate their young adult identities between school and the outside world. It draws on Bakhtin's concepts of dialogism and heteroglossia to argue that identities are linguistically and corporeally constituted. A critical discourse analysis of segments of transcribed interviews and student-related public documents finds a mismatch between a social justice curriculum at school and its transfer into students' accounts of outside school lived realities. The article concludes that a productive social justice pedagogy must use its key principles of (con)textual interrogation to engage students in reflexive practice about their positioning within and against discourses of social justice in their student and civic lives. An impending national curriculum must decide whether or not it negotiates the discursive divide any better. 相似文献
15.
While highly cohesive groups are potentially advantageous they are also often correlated with the emergence of knowledge and information silos based around those same functional or occupational clusters. Consequently, an essential challenge for engineering organisations wishing to overcome informational silos is to implement mechanisms that facilitate, encourage and sustain interactions between otherwise disconnected groups. This paper acts as a primer for those seeking to gain an understanding of the design, functionality and utility of a suite of software tools generically termed social media technologies in the context of optimising the management of tacit engineering knowledge. Underpinned by knowledge management theory and using detailed case examples, this paper explores how social media technologies achieve such goals, allowing for the transfer of knowledge by tapping into the tacit and explicit knowledge of disparate groups in complex engineering environments. 相似文献
16.
In this paper, we present and discuss the results of a survey of how corporate social responsibility (CSR) is being discussed and taught in engineering education in France. We shall first describe how those questions have been recently tackled in various programmes of higher education in France. We shall also analyse what faculty members have to say about their motivation or reluctance to enhance these new topics in their teaching. While this survey covered various fields of higher education, in this present, we mostly discuss the issues surrounding CSR teaching in engineering education. 相似文献
17.
徐玲芳 《高等教育研究学报》2009,32(3):53-54,60
社会服务是工程硕士教育的基本价值取向,工程硕士教育质量标准的建立应以该取向为基础.本文阐述了工程硕士教育的基本价值取向和工程硕士教育社会服务功能的具体表现.同时,还从政府和培养单位层面,提出将社会服务质量作为考察工程硕士教育质量的重要标准. 相似文献
18.
Teacher attrition rates are high in urban schools, particularly for new science teachers. Little research has addressed how science teachers can be prepared to effectively bridge the divide between preparation and urban teaching. We utilized the theoretical frameworks of social justice, identity, and structure-agency to investigate this transition. Specifically, we examined the Urban Science Teacher Preparation (USTP) program as a critical case of “well-prepared” urban science teachers. Study participants included one cohort of four teachers. Data, primarily from individual interviews, a focus group, and written reflections, were collected from participants during pre-service preparation and their first year of teaching. The USTP program nurtured the development of a professional identity aligned with teaching science for social justice, with a unique emphasis on identifying structural injustices in schools. Findings indicate all four teachers used their identities to negotiate school policies and procedures that restricted student opportunities to learn science through three processes: deconstructing the context, positioning themselves within and against the context, and enacting their identities. These findings suggest the importance of USTP programs to provide teacher candidates with political clarity for teaching for social justice and sustained induction support to resist school socialization pressures. 相似文献
19.
理工科高校的人文社会科学的基础相对较为薄弱,如何借助理工科优势进行人文社会科学的学科交叉、发展人文社会科学成为一个亟待解决的问题。文章基于组织模式的维度和特征构建D-F模型,采用调查研究法、内容分析法分析麻省理工学院、斯坦福大学和上海交通大学人文社会科学的学科交叉的组织模式,提出思考与建议,以期对理工科高校构建特色鲜明、文理交叉的学科体系并推动人文社会科学的发展提供思路与模式借鉴。 相似文献