正义、美德与教育（英文）     

大卫·卡尔 《中学教育》2015,(1):30-39

如果说正义是人类道德交往的基本法则或者维度,那么这也似乎适用于一些教育问题。简而言之,我们需要教育孩子和年轻人正义和公平。然而,这并不是可以仅通过教授正义的理论就能够实现的。因为,正如这篇文章所揭示的那样,这些理论通常涉及到维护正义的准则,即在有些情况下,公民个体不能总是做到如其所期待的那样正义与公平。所以,正义教育更多的是培养正义的美德。从这点出发,本文致力于探究如何借助富有想象力的文学作品来培养正义的美德。  相似文献   

冤假错案的成因及对策     

《信阳师范学院学报(哲学社会科学版)》2015,(5):43-47

审视近年来不断披露的冤假错案,不难发现任何一起冤假错案的形成都不是偶然的,而是各种因素合力作用的结果,尤其是应当对冤假错案的发生起着重要防范作用的审判环节,却因未能将程序公正的价值根植于法官内心,导致疑罪从无、非法证据排除、审判依法独立等原则在具体的审判实践中无法实现,是一批冤假错案发生的主要根源。需要坚持疑罪从无、非法证据排除、依法独立行使审判权三大原则,以求将冤假错案的发生率控制在最低的限度内。  相似文献   

我国非法证据排除规则疑难问题解析     

章艳虎 《佳木斯教育学院学报》2015,(2):91+93

十八大指出全面推进依法治国建设,注重司法人权保障成为刑事诉讼法的重要内容之一,非法证据排除规则正是在这一理念指引下产生,本文针对我国目前非法证据排除规则中的一些疑难问题进行解析,指出我国目前存在的不足之处以及未来完善之构想。  相似文献   

论律师年检制度之完善     

吴璨 《淮南师范学院学报》2015,(1):7-9

律师年检制度是一项合法的制度,正确认识其优点,从完善律协的自治权,年检权力交于律协,取消律师会员会费、区别收取律所会费,建立律师执业登记制度四个方面完善我国律师年检制度,更好地发挥律师年检制度应有的作用。  相似文献   

试论社会公平保障体系的完善与贫富差距的缩小     

伍荣华  郭伟 《淮南师范学院学报》2015,(1)

我国社会主义经济的快速发展给国家带来了强盛和人民生活水平的大幅度提高,与此同时贫富两极分化也日趋严重。借鉴国外发达国家经验,在社会保障方面,从我国的实际出发,基于立法、税收、保险、社会救助和社会公益等方面提出可行性的建议。尤其在缩小贫富差距方面,提出政府要加大对经济落后地区的投入和扶持,同时要打破行业垄断,建立健全劳动力市场的就业平台,对低收入家庭加大帮扶的力度。从而缩小贫富差距,促进社会的公平与和谐,实现伟大的中国梦。  相似文献   

Up or down and out? A systemic analysis of young people's educational pathways in the youth justice system in England and Wales     

Caroline Lanskey 《International Journal of Inclusive Education》2015,19(6):568-582

Many young people in the youth justice system in England and Wales are educationally marginalised and systemic barriers to their engagement with education persist. This article presents an analytical framework for understanding how education and youth justice practices shape young people's educational pathways during their time in the youth justice system with the aim of understanding the systemic dynamics that encourage or impede young people's engagement with education. It draws on data from a case study of 32 young people who were serving either a community or a custodial sentence under the supervision of one youth offending team in England and Wales. Using as analytical starting points Bourdieu's and Wacquant's conceptualisations of competing dynamics within the ‘bureaucratic field’ of state governance and Hodkinson's careership theory, this article discusses the interplay between exclusionary and inclusionary interests operating within and between the agencies of education and youth justice and the extent to which they play a role in sustaining young people's involvement in education or compounding their educational and social marginalisation.  相似文献   

Characterization of Holmes in The Adventure of Speckled Band     

CHEN Xiao-ling 《海外英语》2015,(1)

Sherlock Holmes is the fictional creation of Sir Arthur Conan Doyle. In The Adventure of the Speckled Band, Sir Arthur Conan Doyle has succeeded in creating the image of Sherlock Holmes. He is not only...  相似文献   

应有之义与实然之困——职业院校实践职业技能培训的思考     

严新 《清远职业技术学院学报》2021,(1)

《职业技能提升行动方案(2019-2021)》的颁布及实践,进一步明确了职业技能培训是职业院校实践职业教育的应有之义。对职业院校实践职业技能培训过程中的要素协同之困和参与主体的实践路径选择的路径离散之困的认知与克服,是职业院校提升职业技能培训能力的关键所在。  相似文献   

An interview with Professor Barbara Comber     

Barbara Comber 《Literacy》2023,57(2):88-93

As part of this special issue on ‘Literacy for social justice’, and at this moment of post-pandemic transitions in education, we invited Professor Barbara Comber to reflect on the needs for and trends in critical literacy education, both in her local context, in Australia, and internationally. In September 2022, we met with Barbara online to discuss her thoughts about what critical literacy educators need, how scholars and educators can work together to produce change, and where we can see hope in critical literacy and social justice education right now, as part of promising anti-racist, decolonizing, and intersectional literacy frameworks and practices.  相似文献   

Pity and Justice in Rousseau's Emile: Developing a Concern for the Common Good     

Wing Sze Leung 《Educational theory》2023,73(1):74-89

Scholarly accounts of the training of pity in Jean-Jacques Rousseau's Emile focus on how Emile's tutor activates the psychological mechanisms necessary for the feeling of pity in book 4 of the text. This account is inadequate, for it fails to show how Emile acquires the evaluative ability to make the judgment about who deserves pity as well as the willingness to adjudicate his own and others' interests. In this article, Wing Sze Leung argues that books 1 through 3 lay the foundation by developing in Emile the attitudes and dispositions that guide him in his judgment-making about which kind of life he should pursue. Books 4 and 5 then develop Emile's ability to make interpersonal judgments of pity through habituated practice. By gradually cultivating Emile's sensitivity to the potential conflict between his self-interests and others' well-being, as well as the resolution to refrain from infringing on others' interests and to pursue the common good, Rousseau's long-term educational project molds Emile's disposition to act as justice demands. The article concludes with a brief response to some criticisms about Rousseau's educational project.  相似文献