Ethics as an Active Self-construction of the Human

This paper will attempt to clarify the clear tendency, in our contemporary world, to look at ethics as something that ＂cures＂ all wrongs, all unbalance, and all evils from the political, environmental, to the business ones. For this reason, there is nothing better than to turn to ethics in order to ＂moralise＂ the system and the world, when the numerous news of fraud, injustice, and scandals are a part of everyday life in the business world and in our society. But, is this the role of ethics？ Can we reduce the aim of ethics to a mere technique？ In this paper, it is argued that ethics needs to be replaced in the epistemological scale of knowledge, where until now it has occupied a place at the top. Ethics needs to be repositioned in a different level of knowledge where we may find the roots of its foundation. It is also discussed that it is at the core of being that the experience of the action takes place and develops and in it, ethics takes root. Furthermore, it is suggested that understanding ethics from this point of view presupposes a new ethos around a relational poietics which privileges inter-subjectivity, self-creation, and an active and dynamic construction of the human and of the world.

Developmental Programming of Ethical Consciousness： Impact on B ioscience Ethics Education and Learning

Personal ethics are strongly influenced by emotions, particularly secondary emotions, because these emotions expand ethical reasoning and development as the child matures. A well-developed consciousness profoundly influences a person＇s actions and conduct when solving problems of what is thought, or taught to be, right or wrong Compelling neurological evidence supports the claim that children begin to develop enduring ethical standards at an early age and that these standards are largely based on the experiences of early childhood. Essentially, the innate sense of ethics requires nurturing during infancy before it can be cognitively understood and practiced in maturity. In biological terms, the development of neural networks that regulate emotional growth, and subsequently, the capacity for ethical discrimination, depends on the infant＇s early social environment. Thus, the toddler＇s early epigenetic experiences enhance, or impede, its innate still dormant genetic potential. Importantly, personal character development and ethical discrimination begins long before the child＇s formal educational years. As a consequence, early learning has to discover ways of conserving adaptive thinking which can be applied to the choices that may confront future generations. Early ethics education, including accurate access to scientific, medical, and technological knowledge, is thus critical. Future generations will increasingly require education from a global perspective when making major ethical decisions in areas, such as nuclear technology, disposal of wastes, preservation of biodiversity, global warming, and unregulated human population growth. As long as our culture continues to reflect advances in science and technology, there is an obligation to make science education overlap with crucial periods in the advancement of ethical consciousness. Significantly, when considering the human capacity for excess at times of conflict, it is incumbent on the scientific community to integrate research-based knowledge with wide-ranging learning and problem-solving skills. Bioscience ethics, the established interface bridging applied science and applied bioethics, can assist in this process of integration. To become fully responsible adults, we must share our extraordinary cognitive talents and respect life on earth in all its rich diversity. In biological terms, human uniqueness resides primarily in our brains with its products being co-operation in family and ancestral units, long education, sophisticated language and culture, and importantly, ethical consciousness-all attributes held in trust by knowledge and wisdom for future generations.

Human Rights Education from the Perspective of the Holistic Development of the Children

Human rights education for primary and secondary school students is of great significance to their holistic development.At present,human rights education is actively carried out in China’s primary and secondary schools.Such human rights education includes classroom teaching based on the Ethics and the Rule of Law series of textbooks as well as developing hu man rights culture in campuses and educating students in human rights practices.Human rights education in primary and secondary schools has achieved certain results,but is as yet inade quate.In order to further improve human rights education for children,we should integrate hu man rights education with traditional Chinese culture,make better use of information technology and modem concepts of education and build a comprehensive and deep-seated human rights educa tion system.

Ethics of Difference:Towards a Phenomenology of Inclusion

In this essay we propose notions of difference and equality as elements of a phenomenologically informed ethics.The proposed notions are tested on a diagnosis of inclusion,and,in particular,inclusive education,both of which are leading values in contemporary public moral discourse and in the formulation of related policies.The value of inclusive practices is commonly seen in the circumstance that they safeguard difference while granting equality and realize equality without curtailing difference,thus creating conditions in which human dignity is respected.We ask in what sense,that is,according to what understanding of equality and difference,this is true.Our conclusion is that“the value of inclusion”is at least compatible with a merely formal sense of equality,which,at the same time,effectively negates human difference.On the other hand,the proposed phenomenological notions of difference and equality seem to provide an avenue towards a renewed understanding of the humanity of man,as well as of(inclusive)education as a manner of fostering that humanity.The interpretive framework for our analysis is given by Heidegger’s diagnosis of nihilism.The latter implies a notion of“values”as conditions of a dynamic of empowerment which has the“drive to more”as its intrinsic,constitutive motive.

Human-AI Cooperation in Education: Human in Loop and Teaching as leadership

Using the differences and complementarities between human intelligence and artificial intelligence(AI),a hybrid-augmented intelligence,that is both stronger than human intelligence and AI,is created through Human-AI Cooperation(HAC)for teaching and learning.Human-AI Cooperation is infiltrating into all links of education,and recent research has focused a lot on the impact of teaching,learning,management,and evaluation with Human-AI Cooperation.However,AI still has its limits of intelligence,and cannot cooperate as humans.Thus,it is critical to study the obstacles of Human-AI Cooperation in education,as AI plays a role as a partner,not a tool.This study discussed for the first time how teachers and AI cooperate based on Multiple Intelligences of AI proposed by Andrzej Cichocki and puts forward a new Human-AI Cooperation teaching mode:human in the loop and teaching as leadership.It is proposed that humans in the loop and teaching as leadership can solve the problem that AI cannot cope with complex and dynamic teaching tasks in open situations,as well as the limits of intelligence for AI.

A Study on the Traditional Chinese Traditional Architectural Form of Mythological Tradition

Objective Through the metaphorical archetypal spirit and mythological semantics of Chinese character structure, this paper explores the metaphorical mythological gene and the moral order of the Chinese character structure, geographical thinking and aesthetic orientation of the mythological prototypes derived from the Chinese characters. Method The cultural archetypes and the theories of big and small traditions are adopted to sort out the mythological beliefs in the former architectural forms of the big traditions and the ethical narrative system carried by the buildings in the small cultural traditional societies. In the architectural archetypes dominated by big and small cultural traditions, the thinking of “archetypes and ethics” is found to be a homologous gene, which confirms the universal significance of the spirit of Chinese Confucian ethics to the power of Chinese civilization flowing and inheriting and human morality. Conclusion The structure of Chinese characters has the function of “recording” and “interpreting”, and the mythological thinking of architectural form materials, understands the ultimate transformation of cultural archetypes in creation, and guides the value of the traditional architectural design of “bringing out goodness and symbiosis” in the contemporary era. To relieve the material pursuit of spiritual enjoyment at that moment, to promote cultural heritage and the role of social treatment, to build cultural identity and the spiritual transcendence of the existence value of space ethics and the overall social and cultural identity.

笔谈:中国教育家精神与现代教育

2023年教师节前夕,习近平总书记致信全国优秀教师代表时勉励全国广大教师“以教育家为榜样,大力弘扬教育家精神”,并从理想信念、道德情操、育人智慧、躬耕态度、仁爱精神、弘道追求六个方面提出了具体要求。这不但为教育现代化提供了精神支柱,而且为建设教育强国提供了行动指南。基于此,我们不能停留于对具体要求的阐释,必须从宏观与微观的结合上正确把握中国教育家精神的深刻内涵、整体特质和时代气息,特别是要同现代教育紧密结合起来。本期的四篇文章分别从中国教育家精神的内构性特点、教育家精神的内在理路、教育家与时代精神、教育家精神的超越性向度等视角各抒己见,但又彼此关联,为中国教育家精神的培育提供新的思路。

空间视域下思想政治教育一体化的概念、内容及建设

社会发展和社会变迁深刻影响着空间格局,空间成为解析社会现象、反映社会思想观念变化的重要理论和实践场域。空间与社会的互动使人的发展、社会的发展空间趋向合理化,使空间变革愈加富有社会化特质。人的思想观念、情感体验、行为实践、社会关系在一定的空间当中被塑造和完善,空间在思想政治教育一体化的作用下逐渐具有思想政治教育意蕴。在阐释空间视域下思想政治教育一体化的概念、分析其内容的基础上提出空间视域下思想政治教育一体化建设思路和举措:实现社会主流意识形态的广泛传播,在对空间的占有当中筑牢思想政治教育一体化的基础;掌握变革社会的力量,通过对空间主体的培养塑造凝聚思想政治教育一体化的主体力量;促进人与社会关系的和谐,通过对空间关系的协调把握思想政治教育一体化的关键。

“大思政”视域下医学人文修养教育的审视与思考

医学人文是当代医学的重要主题,医者作为传播、传递医学人文关怀的核心使者,培养其根植尊重生命、仁术兼修的精神与思想是实现医学人文关怀的必要前提。文章从我国医学人文修养的历史演变出发,结合目前我国医学教育领域的人文修养弱化现象及存在问题进行分析,并从教育理念的转变、课程体系的融合、教学方法的创新、师资队伍的培养、人文基地的建设等方面阐述了提升医学人文修养教育的实施策略,旨为在“大思政”与“新医科”视域下医学人才培养过程中塑造高尚品格、内化人文修养、强化职业素养与医学伦理教育、发挥课程思政优势、培养救死扶伤精神等提供借鉴与参考。

新的教育社会契约中的人文主义:传统、局限与超越

随着联合国教科文组织发布《一起重新构想我们的未来:为教育打造新的社会契约》以及联合国召开“教育变革峰会”,新的教育社会契约已成为当今全球教育治理的重要话语。它根植于人文主义传统,与联合国教科文组织此前的前瞻性教育报告一起,建构起与时俱进的人文主义教育思想体系。然而,当人文主义与西方个体理性的底层逻辑相结合时,无法解决个体利益争斗和有效的共同体建设等问题,阻碍了人文主义在全球教育治理中发挥出理想的效果。中华文明中的关系理性能够为新的教育社会契约的未来超越提供思路,培养具备“关系素养”的人来建立真实的“人类命运共同体”,这是中国对未来全球教育治理的可能贡献。

授权赋能教育联合手术室人性化护理对胃癌手术患者心理复原力、癌因性疲乏及应对方式的影响

目的:探讨权赋能教育联合手术室人性化护理对胃癌术后患者心理复原力、癌因性疲乏及应对方式的影响。方法:选取某医院2022年1月-2023年1月收治的203例胃癌患者为研究对象,按入院时间分为对照组(2022年1-6月入院,101例)、干预组(2022年7月-2023年1月入院,102例)。对照组采用常规护理联合手术室人性化护理,干预组在对照组基础上联合授权赋能教育,比较两组患者手术康复指标、中文版心理复原力量表(C-CDRISC)评分、中文版癌症疲乏量表(C-CFS)评分、中文版医学应对问卷(C-MCMQ)评分、一般自我效能感量表(GSES)评分、生活质量量表(SF-36)评分及并发症。结果:干预组首次排气时间、首次下床活动时间、经口进食时间和住院时间均较对照组明显短(P<0.05)。与干预前比较,干预后两组C-CDRISC评分中的坚韧性、自强性、乐观性评分、C-MCMQ中的面对评分及GSES评分、SF-36评分明显增高,且干预组均明显高于对照组(P<0.05);干预后两组C-CFS评分中的躯体疲乏、认知疲乏、情感疲乏评分及屈服及回避评分明显降低,且干预组均明显低于对照组(P<0.05)。干预组并发症总发生率较对照组明显低(P<0.05)。结论:授权赋能教育联合手术室人性化护理应用于胃癌术后患者中,可明显缩短患者手术康复时间、提高心理复原力、改善癌因性疲乏和应对方式、自我效能感及生活质量,有效减少并发症的发生。

高等教育高质量发展促进共同富裕的三维视界及实践进路

共同富裕是社会主义的本质要求,也是中国式现代化的重要特征。从代内公平、经济伦理和人的全面发展三个维度审视,高等教育高质量发展是以全体人民共同富裕为原则、以每个人都走向富裕为目标、以所有人都实现富裕为核心的发展。高等教育高质量发展的价值意蕴包括以增强社会认同构筑共同富裕的心理基础,以提高国家实力破解共同富裕的实践难题,以突出人民中心地位释放共同富裕的政策效能。高等教育虽然在促进全体人民共同富裕方面取得了重要进展,但因代内教育帮扶乏力、有效供给不足和人的单向度发展,依然面临贫困家庭难脱贫、相对贫困蔓延和财富增长缓慢的困境,进而制约了共同富裕水平的提升。为加快高等教育高质量发展,扎实推进共同富裕,需要建立代内教育帮扶机制,创新高等教育供给体系,打造本土特色育人模式,以增强人民创造财富的能力与实现全体人民共同富裕的意愿。

患者隐私保护在实习护生伦理敏感与亲社会行为间的中介效应

目的探讨实习护生的患者隐私保护在伦理敏感性和亲社会行为间的中介作用,为采取针对性措施提高实习护生亲社会行为提供参考。方法以方便抽样方法,选取湖南省6所三甲医院的实习护生543人为调查对象,采用中文版护生伦理敏感性量表、患者隐私保护量表和亲社会倾向测量问卷进行调查。结果实习护生的患者隐私保护能力、伦理敏感性和亲社会行为得分分别为(111.58±13.18)分、(39.75±6.88)分、(95.79±15.69)分;伦理敏感性与患者隐私保护能力、亲社会行为呈正相关,患者隐私保护能力与亲社会行为呈正相关(均P<0.05);患者隐私保护能力在伦理敏感性与亲社会行为之间起部分中介作用,中介效应占总效应的41.89%。结论实习护生的患者隐私保护能力、伦理敏感性、亲社会行为均处于中等偏上水平,患者隐私保护在实习护生伦理敏感性与亲社会行为间起部分中介作用。建议学校与医院采取针对性措施提高实习护生的患者隐私保护能力和伦理敏感性,帮助提升其亲社会行为,进而提升护理服务质量。

挑战应对:携手共赢的未来——《无限的可能:世界高等教育数字化发展报告(2023)》节选三

数字技术已成为新一轮科技革命和产业革命的核心驱动力,在未来十年里,数字技术将持续发展和不断演进,重塑我们的生活方式、经济模式和社会结构。面向未来,数字技术在高等教育中的应用呈现新一代互联网强化教育要素新联结、物联网助力打造数字教育新空间、大数据有力支撑精准化教育服务新范式、区块链加速释能学习新评价、生成式人工智能重构教育教学新形态、元宇宙推动形成虚实一体教育新场域等发展趋势。然而,数字技术为高等教育带来机遇的同时,也面临诸多挑战。在新一代人工智能席卷而来之际,传统教育范式亟待重塑、人工智能鸿沟日益加深、网络安全威胁愈发严峻、算法偏见加剧伦理风险、数字素养差距逐渐加大、人机协同呼唤全球合作等问题都迫切需要高度重视,并深入探讨解决方案。为推动高等教育数字化变革走向深入,各国政府、国际组织、高等学校和教育机构、研究部门和企业,应当携起手来共同行动,把握和适应数字变革。一是创设互联互通的教育数字化基础环境;二是构建灵活开放的数字学习成果互认机制;三是培育数智素养持续提升的高水平教师队伍;四是制定教育数字化技术伦理安全规范;五是完善数据赋能的高等教育治理体系;六是共建高等教育数字化研究网络与合作平台。

先秦人性教育对青年教师业务能力提升的启示

中国是世界历史上唯一没有中断文明传承的古国,其中,具有深厚传统文化根基的人性教育理论不断赓续自身的传承因子,与新时代精神相结合,陶铸出具有时代特点的道德精神和伦理品格;尤其对儒、道、墨等先秦人性教育伦理经过现代化诠释、调适与创新,结合当前高校教师职业素养现状,实现与现代人性教育的深层契合,对提升现代高校教师具有重要的现实意义。

数字人文教育中的档案伦理问题与档案专业教育革新研究

随着数字人文教育的兴起,档案数据资源日益成为支撑数字人文研究的重要支柱。然而,在档案数据治理过程中,侵犯隐私、数据失真失控等伦理问题频发,引起了社会的广泛关切。以数字人文教育发展为背景,在梳理档案数据伦理困境的基础上,论证了档案专业教育变革的迫切性,并提出了学位教育与职业教育双轮驱动的教育革新路径。这一路径对于培养德才兼备的数字人文档案治理人才,引领档案事业健康可持续发展具有重要参考价值。

医学史课程中的死亡教育

面向医学生的死亡教育至关重要,而医学史能够让学生从长时段回看人类个体生命,加深对疾病、衰老和死亡的理解。通过讨论北京协和医学院研究生医学史课程的死亡教育主题内容,提出医学史能够加深学生对不同时空下死亡文化的理解,增强对逝者亲属的同理心,还能引发学生对医学科研伦理的思考。

城乡关系课程思政教学资源挖掘与实践策略——以人文地理学为例

城乡关系教学资源的挖掘与实施为推动课程思政教育提供教学支撑.以人文地理学课程内容中的城乡关系为例,分析了城乡关系教学融入课程思政元素的价值意蕴,提出了城乡关系课程思政要素挖掘的指标体系,并从新型城镇化、乡村振兴和共同富裕三个国家战略出发,初步探索了城乡关系课程思政的实践策略,为高校人文地理学的教学提供参考.

人力资源管理专业课程思政必要性分析

本文主要探讨人力资源管理课程中融入思想政治教育的必要性和实施方法。通过将思政元素与人力资源管理课程相结合,可以培养学生的社会主义核心价值观和职业道德意识,同时提高学生的管理能力和综合素质。文章强调了这种融合在培养学生社会主义核心价值观、职业伦理和综合能力方面的作用。讨论涵盖了人力资源管理相关课程当前思政内容的不足之处,如理论与实践之间的差距和过时的教材。提出了包括案例研究和实践练习在内的创新教学方法来弥补这些差距。文章最后提出了发展与思想政治教育目标一致的综合人力资源管理课程的建议。

Human Capital Advanced Investment and Its Effects on Economic Growth

This paper created the Human Capital Relatively Advanced Investment(HCRAI)index to compare human capital investment in China and other countries.The HCRAI comprises life expectancy and average length of schooling adjusted for GDP per capita to measure the degree to which a country has invested in human capital in the early stage.Our study found that in 2014,China ranked much higher on the HCRAI index than on GDP per capita.The fact that China was far ahead of the United States on the HCRAI ranking suggests that China had invested more in human capital.Since the 1970s,China’s HCRAI ranking has experienced an inverted U-shaped curve,increasing at first and ranking first in the world in 1980 before declining in a later stage.That is to say,China has invested somewhat less on human capital in relative terms in the post-reform era.International data comparison showed that the HCRAI index may largely explain a country’s long-term economic growth rate,justifying the continuity in China’s six-decade development before and after reform and opening up in 1978.By replacing the existing absolute indicators with relative indicators,this paper measures the level of human care in China,reflecting the concept of fairness.The international comparison and long-term evolution of the HCRAI index offer a new perspective for the new normal of China’s economy and supply-side structural reforms.China’s declining HCRAI ranking over the past three decades indicates the importance of a more inclusive and sustainable development path that puts human first.