Education and social cohesion: developing a framework for education sector reform in Sri Lanka1     

Peter Colenso 《Compare》2005,35(4):411-428

There is increasing interest in understanding and describing the links between education and ‘social cohesion’. However, the theoretical and empirical base for understanding these links is limited. There is also a shortage of practical tools for education policy‐makers and planners, to help them assess the impact of policies and investments, and to plan for future reform. This paper describes the initial development of an analytical and planning framework for addressing education and social cohesion within the context of a sector‐wide approach to education reform in Sri Lanka. A brief literature review suggests three inter‐connected domains in which links between education and social cohesion might be usefully analysed, together with three working hypotheses: (i) political economy/governance: education affects social cohesion through transparency and participation in education policy formulation, planning and management; (ii) equity/equality of opportunity: education affects social cohesion through the distribution of education resources, opportunities and outcomes; (iii) teaching/learning: education affects social cohesion through the development of certain competencies in students. Drawing on this analytical framework, research conducted in Sri Lanka is used to identify a set of interventions to promote social cohesion, with corresponding baseline, process and outcome indicators as benchmarks for measuring the progress and impact of intended policy measures. This process is described within the context of a ‘sector‐wide approach’ to education reform, intended to bring together the activities of the government and external partners within a single comprehensive medium‐term planning and budgetary framework.  相似文献   

论现代性社会的伦理精神     

刘可风  王蕾 《襄樊学院学报》2005,26(4):5-9

在现代性社会发展的同时却带来了前所未有的道德危机。为解决这一危机，人们需分两个层面建立起新的伦理精神。首先，在社会层面上建立起以权利、民主与契约精神为内核的伦理精神，并辅之以制度的保障和底线伦理的规范；其次，在个人心性层面上以仁爱、求知与信仰精神为伦理核心，从而保证人类生存的需要和超越性的道德要求，并以此来缓解现代性社会给人带来的惟理化和同一性压力。这两个层面需相互依赖，互相促进。  相似文献   

Children’s emotional and behavioral responses to peer provocation and early school adjustment     

Maria S. Poulou  Hideko H. Bassett 《Pastoral Care in Education》2018,36(3):205-222

ABSTRACT

Even very young children think about their own and others’ behavior, including emotions. Such cognitions and emotions about the self and others convey information that is crucial to social interactions and relationships. The current study based on an integrated model of emotion processes and cognition in social information processing (SIP) aimed to explore students’ emotional and behavioral responses in SIP choices, and their association with teacher-reported early school adjustment. Two-hundred and thirty pre-school and first-grade primary school students were interviewed using the Challenging Situations Task (CST). CST assessed students’ emotional and behavioral responses to 12 unambiguous hypothetical peer provocation situations. Children’s preschool and first-grade primary teachers rated children’s early school adjustment with the Social Competence and Behavior Evaluation (SCBE-30) measure. The results revealed that children chose mainly sad and angry emotions and socially competent and passive behaviors. We found a relationship both between sad emotions and socially competent behavior choices, and between angry emotion and aggressive behavior choices. Sad emotions and aggressive behavior choices were the main predictors of school adjustment. Children’s responses to peer provocation situations varied depending on how the children interpreted the situations. The results address the importance of children’s SIP and school adjustment.  相似文献   

论“变现”     

杨洪豪  吴凤香 《金华职业技术学院学报》2001,1(1):72-75

文章认为，变现部分国有资产是我国建立社会保障体系和国有经济调整与改组的必然要求。一方面，由于社会保障基金的巨大的缺口，作为一种历史欠债，只能通过变现部分国有资产来偿还。另一方面，由于我国国有经济的战略性调整与改组都需要有部分国有资本通过流动变现与重组来实现。由于国有资本在变现、流动过程中发生的只是形态的转换，因此，不存在私有化问题。同时，只要变现方式得当，各项预定目的是可以实现的。  相似文献   

民主社会主义产生和兴起的原因     

梁长博  周明昆  王乃圣 《绥化学院学报》2003,23(1):28-31

19世纪后期，民主社会主义的产生有许多深层次的原因。在经济上，资本主义经济制度在微观和宏观两个层面上发生了深刻变化，股份公司兴起，国家职能扩大。在政治上出现了民主扩大的趋势，使政治制度化与政治参与相协调，这些变化降低了工人的革命性，导致工人阶级改良情续的滋长。苏东剧变进一步降低了科学社会主义形象，增强了民主社会主义的吸引力，并且民主社会主义本身也不断发展自己的理论，把新社会运动整合到自己的周围，这进一步增强了民主社会主义的势力。  相似文献   

过失犯罪的主体因素及预防对策探析     

曾庆金 《钦州学院学报》2006,21(1):90-92

现代科学技术的广泛运用在为社会带来巨大利益的同时,也不可避免地产生了大量的致险源,人们稍有不慎就可能危及他人的生命财产安全,目前过失犯罪率不断上升就是明证。过失犯罪是由主体内外因素综合互动引发的,但是行为主体社会责任感不强、经验泛化和注意品质的缺陷是导致过失犯罪的主要因素。因此,行为主体注意调适和优化上述三个方面,就能够有效地预防过失犯罪。  相似文献   

英国工业革命期间的社会立法     

赵虹 《云南师范大学学报(哲学社会科学版)》2002,34(6):38-42

在英国步入“福利国家”的历史进程中,各项社会立法的提出、确立、不断完善是其主要途径之一。其中,在英国工业革命期间的几项社会立法无疑处于这一社会立法轨迹中的起始阶段,有其渊源关系。其他位和作用应予以肯定。  相似文献   

隋唐五代亲邻关系与社会经济生活述论     

靳小龙 《西北师大学报》2005,42(2):72-76

隋唐五代时,亲邻关系与社会经济生活有着紧密的联系。乡里组织对于政府赋役征调的作用,亲邻间的经 济互助以及田宅产权让渡中于亲邻权利的考虑,都说明亲邻关系在隋唐五代社会经济生活中发挥着重要的功能。隋唐 五代亲邻关系对于社会经济生活的影响,不仅波及后世,也是宗法关系影响中古社会经济生活的一种体现。  相似文献   

社会泄愤事件中群体心理的机制研究——以瓮安“6·28”事件为例   总被引：1，自引：1，他引：0  

黄灵辉 《襄樊学院学报》2011,32(4):36-41

泄愤事件是群体激愤情绪表达的直接结果。群体负性心理从同情到不满到怨恨,最后演变为激愤。同情是心理平台、不满是基础心理、怨恨是关键心理、处置不当是外部力量构成了群体负性心理的演进机制。行为主体的正义感、逆反心理、发泄心理和表现欲是心理来源,暗示与感染、顺从与模仿是演绎途径构成了激愤情绪从个体到群体的扩展机制。以现场管理为关键、以民主公正为原则、以制度建设为依托、以执政理念提升为根本、以魅力型领导为权威、以心理攻势为主要手法、以民主协商对等谈判为途径,从处置技术、制度建设和执政理念等不同层面共同形成群体心理的阻断机制。  相似文献   

社会分层与义务教育机会获得问题研究的综合考察     

吕国光  刘伟民 《襄樊学院学报》2011,32(6):5-11

教育分层是社会分层研究的核心领域之一。教育机会的获得影响着社会的分层结构与流动。通过梳理社会分层与义务教育机会获得的国内外文献发现,各阶层教育资源分配不均直接影响受教育的机会。教育分层呈现集体排斥向个体排斥发展的趋势,集中体现在对义务教育入学机会均等、过程公平及结果满意三个维度。同时国内对义务教育分层研究的体制和方法相对滞后。以《国家中长期教育改革和发展规划纲要(2010—2020年)》为契机,探究社会各阶层教育资源占有量与义务教育机会获得的关系,促进基础教育事业的和谐发展。  相似文献