Media Effects on Children＇s Social and Moral Development： A Theological Moral Study in Africa

In this 21 st century, whether we like it or not, it is very clear that the Intemet, social media, and all ad of the related technology have come to stay. This new technological discovery has brought great and wonderful benefits to our family＇s lives and relationships. However as it is always the case with any new innovations, it has its own negative side. This paper aims at investigating what actually social media is and how it translates to children, especially African children, as it relates to family and social living. Actually Internet provide benefits in areas such as cognitive and social development, it also presents risks together with opportunities for children＇s growth and development. It is common today to see children spending great quality of their time using other social websites. It is also evidenced that Interact provide benefits in the area of emotional and intellectual development and at the same time present risk as well as opportunities to children＇s development in functional and societal challenges. Therefore social media gives the children of the present age the opportunity to enter into global entertainment and communication. As a result of this development, there is now Internet addiction of children. Hence, there is serious need for parents to be aware of the nature of social media sites, their children are using. This is because not all of them are healthy environments for children. Experts such as childhood educators and psychologist even Paediatricians are equipped and so are better hands to assist parents not only to know and understand these websites but to encourage proper use and make them to monitor for potential problems such as cyber-bullying, facebook depression, exposure to inappropriate content and sexting. This paper proffers some recommendation that certainly will assist parents to bring up their children up to be vibrant adult even in this technological era.

Discussion on the Theoretical Guidance and Practical Exploration of the Integrated Development of Aesthetic Education and Moral Education in Colleges and Universities

Innovative integration is the development trend of education reform in recent years.Teachers can try to promote the high integration of aesthetic education and moral education from the establishment of music studios,and form a“three-in-one”education and education integration mechanism of classroom teaching,extracurricular activities,and campus culture construction,so as to inherit and innovate the outstanding Chinese traditional music culture and red music culture,and explore the necessity and feasibility of the complementary and integrated development between aesthetic education and moral education.Under the background that the country attaches great importance to inheriting and developing the excellent Chinese traditional culture,taking the integration of music education into college students’moral education as the starting point,exploring the effective ways of vocal music,instrumental music,opera,Chinese folk art,dance,rap and other artistic works to cultivate national builders and successors who have comprehensive development of moral,intellectual,physical,aesthetic,and labor will be definitely to improve the humanistic quality of university and college students,which promotes the Chinese excellent traditional music culture and red music culture,trains college music talents,etc.,and promotes the integration and development of large,medium and small aesthetic education and moral education.

中国儿童道德情感发展的动态演变及生态系统模型建构——基于三轮大样本实证调查

道德情感是品德现实化的动力因素,是考察儿童知行统一性的关键点。基于2016、2019、2022年中国儿童道德发展的大样本整体动态数据(77953,77367,79914),采用回归分析、夏普里值分解发现中国儿童道德情感的发展:(1)类型不均衡,同情心表现需要关注;(2)水平随年龄的增高呈现先增高后降低的发展趋势,10岁为儿童道德情感发展的关键点;(3)存在性别和城乡区域的结构差异;(4)按因素影响强度呈现独特的生态系统逻辑,从高到低排列为“个体-学校-社会支持-家庭”;生活满意度、了解儿童的人、学校和家庭心理环境是高影响因素;不同因素对不同性别和学段儿童的道德情感发展影响存在差异。由上发现提出,中国儿童道德情感培育要重视道德情感类型的发展失衡、群体发展的差异和关键影响因素,优化儿童道德情感发展的生态系统,抓住发展的关键期,进一步明确教育的侧重点,提升针对性和时效性。

吉利根性别伦理视角下《布鲁斯特街的女人们》中的女性关怀与成长

格洛丽亚·内勒(Gloria Naylor,1950~2016)是美国当代杰出的黑人女作家,其首部作品《布鲁斯特街的女人们》(The Women of Brewster Place,1982)展现了美国黑人社区中多位女性的生存状态。本文结合吉利根(Carol Gilligan)的性别伦理,聚焦作品中处于三种道德发展阶段不同女性角色的道德判断与选择,探讨了性别与种族双重压迫下黑人女性群体的自我成长与相互关怀,从性别差异角度考察了女性道德的自主性,倡导女性关怀他人与关怀自我多元发展。

A Comparative Study on the Moral Conceptual Framework of Kohlberg and Wang Yangming

Kohlberg constructed modern Western moral cognition theory.Wang Yangming proposed the idea of the extension of intuitive knowledge in Ming Dynasty.We conduct a comparison on three main conceptual schemes of Kohlberg's theory-moral judgment,moral development,and moral behavior-from the following three aspects:problem consciousness,thinking model,and value idea.Moral cognition development theory lays emphasis on the core position of cognition to the moral development,while the idea of intuitive knowledge aims to become sages.From the point of view of thinking model,moral cognition development theory intents to conduct moral education for individual moral development,while the idea of the extension of intuitive knowledge highlights the intuitive knowledge ontology in the practice of extending the intuitive knowledge to its extremity and removing the obstacles of selfishness.In terms of value idea,the core value idea of moral cognition theory is the principle of justice,but the idea of the extension of intuitive knowledge indicates that the intuitive knowledge has characteristics of innateness and universality,which is the judgment principle of the individual transcendentality.

The Problems of Sustainable Development in a National Level

The goal of the paper is to discuss the explanation of commonly accepted goal of economy in a national level and the problems which threaten the goal. Though the leading economists of the 20th century have strictly supported the necessity of close link between economics and morals, the mainstream economics mostly has regarded it as a problem of secondary importance. The paper discusses the deepest meaning of the generally accepted objective of economy--sustainable development, which necessarily should take into consideration the social dimension along with the economic and environmental. The different understandings of the wellbeing concept are considered and discussed, as it lies on the basis of the explanation of the goal--not any development, but development, which makes people happier. Next follows the discussion on the concepts of sustainability and its link with environment in a broader sense. It is followed by the discussion on the manipulations with human minds. The problem of the global and local economies is considered as a part of the discussion about the sustainability of economies of all levels. This leads to conclusions that social economics should be integrated in economic science as a substantial part. The idea of local economies is considered as an alternative to the present economic paradigm. The methodology of the conclusion making is based on qualitative historical analysis and empirical evaluation of the standpoints of the scientific discussion. The paper is mainly library-based. The ideas of world famous economists are taken from their own books in a printed form or that can be found in Internet. Conclusions are based on mainly qualitative comparison of the facts that arise from the theoretical discussion and empirical evidence of the study object manifestations in real life. Quantitative methods, briefly used, are basic econometrics--conventional correlation analysis, based on the statistic data of the World Bank. The scientific discussion has been approbated in students＇ audience in the study course of macroeconomics in BA School of Business and Finance, Riga, and Ventspils University College, and has been discussed in the fifth International Conference of Latvian Economic Association and Latvian Academy of Sciences.

Religious Education in Authentic Human Development: A Theological-Ethical Consideration

From a theological ethical moral view,it seems obvious that adequate religious moral education is a sine qua non for authentic human development necessary for a solid nation-building.Although,state and religion are separated from each other,this should not imply a total dichotomy of religious influence on socio-political matters.A pure secularised world that has nothing to do with God,a society devoid of any form of religious affiliation,a society purely human having neither to do with God nor the spirits,such a society seems inconceivable and unrealistic and may not even be human.Experience shows that to be human demands some form of acknowledgment of a superior being,whose influence may inform one’s basic choices.The nature of the human person shows that there is nothing of the material that does not take its bearing from the religious-spiritual disposition of the person.Experience also confirms that a good moral life or virtuous life draws faith.St James the apostle implies this,when he says faith without good works or good moral life is dead(James 2:18).This can also be applicable to Abraham who is judged righteous because of his faith in God,i.e.,because he obeyed God’s command.Without faith,it is impossible to do God’s will,i.e.live a good moral life(Hebr 11:6).On the other hand,there are many forms of development,for instance:economic development,agricultural development,scientific,rural or urban development,which narrow into the human development that seems to determine their level.However,to have a solid sustainable development demands an adequate religious-moral education of the people,which functions both in the informal and formal forms of education.In as much as religious moral education gives solid grounding for adequate formation of the human person,the end result,and the development of the human person should at the same time reflect the national development.Development thus understood is holistic embracing the good of the individual as well as the nation.This article argues that authentic human development that may produce a national development worthy of the name draws from adequate religious moral education imparted on the citizens.It shows also that a worthy national development is a fore test of the development of the citizens of that nation,which in turn indicates their commitment to the common good.It is through the application of the common good that individuals reach their desired goals and so be able to contribute to the enrichment of the nation.This article suggests that good moral life is the manifestation of virtue learnt and practiced,which leads to adequate human development that eventually brings about solid national development.This type of development can be compared to what Pope Benedict XVI calls true social development,which respects the dignity of the all human beings.

The Moral Orientation of Solidly Promoting Common Prosperity for All People in the New Era

The moral connotation of solidly promoting common prosperity for all people in the new era has been formed in the interaction between history and practice.It features the full coverage of the subjects of common prosperity,the richness of the content,the gradualness of the process,and the authenticity of the practice.As the core structural elements,the three units of consciousness,namely,the moral logic of putting people first,the moral model of coordinated development,and the moral ideal of coexistence,form the organic whole of the moral pattern of solidly promoting common prosperity for all people in the new era.The moral practice of solidly promoting common prosperity for all people in the new era refers to the maximum realization of the value and dignity of human survival and development.The pursuit of high-quality development is also the striving for common prosperity,the pioneering spirit and collective consciousness highlighted in the construction of the demonstration zones for realizing common prosperity,and the role of the third distribution and the upholding of fairness and justice have vividly demonstrated the moral practice of solidly promoting common prosperity for all people in the new era.

中国式学校体育现代化中的“五育并举”

历经四个发展阶段,党的教育方针从德、智、体“三育全面发展”拓展成德、智、体、美、劳“五育并举”,这是中国教育在新时代面对人才培养的现实主题,是应对新征程中国教育的发展要求而进行的目标拓展和改革举措。研究发现,从中国式学校体育现代化的视角来看,“五育”中的体育是一个极具特殊性的教育和学科,它在功能上与德育、智育、美育及劳动教育有着深刻内在的结构性联系,因此它具有与其他“四育”可以深入融合共育的广泛可能性。鉴于推进“五育并举”过程中会遇到的结构性障碍与困难,分别提出了体育与其他“四育”并举并进的途径与方法,推进体育成为“五育并举”的主渠道、主战场和主力军。

基于扎根理论的员工责任式创新量表开发与验证研究

作为一种新兴创新模式,责任式创新为减少科技创新带来的负面影响提供了新思路。但现有研究对员工责任式创新的概念结构尚未达成统一界定,且缺乏科学明确的测量工具。文章遵循扎根理论分析逻辑,通过半结构化访谈、问卷调查和实证分析等方法,利用NVivo 12、Mplus 8.3等软件,探究了员工责任式创新的概念结构并开发对应量表。结果表明员工责任式创新包含“伦理合规性创新”和“社会需求性创新”两个维度,所开发的包括8个题项的员工责任式创新量表具有较好的信度和效度。同时,在检验员工责任式创新的效标关联效度过程中,发现员工亲社会动机、主动担责角色定义显著正向预测责任式创新,员工道德推脱、领导亲组织非伦理行为显著负向预测员工责任式创新。研究结论丰富了员工责任式创新的概念内涵,可以为责任式创新的相关研究提供有效的测量工具,给责任式创新的管理实践提供参考。

“德技并修、工学结合”育人机制的实践探索

为了认真贯彻高等职业院校“为党育人、为国育才”使命,落实“立德树人”根本任务,着力培养“德技并修”有用人才,医学技术系在校党委正确领导下,积极培育“德技并修、工学结合”的育人模式,坚持党建引领,解放思想,遵循职业教育规律,加强德才兼备“双师型”师资队伍建设,修订专业人才培养方案和课程标准,重构课程内容,强化课程思政有机融入教学内容,紧盯课堂教学和实践教学两个环节不放松,深化学业评价改革,重视劳动教育的作用并纳入人才培养全过程,依托名医名师工作室、校企融合、学生社团活动,突出职教特点,彰显专业特色,促进学生专业发展,增加学生职业认同和专业自豪感。通过多措育人,教科研质量明显提升,人才培养质量得到进一步保障。

构建高职立德树人教学团队的挑战及对策研究

高职教育是教育事业中不可或缺的一部分,“立德树人”是教育的根本任务。文章探讨了高职教育中教师如何更好地落实“立德树人”的使命与责任,提出了打造“思政教师—辅导员/班主任—专业教师”三位一体立德树人教学团队的对策和建议,以期进一步推动高职教育的发展。

哲学视域下教师发展的德性存在、构成与实践

教师德性是教师发展内在、自主的驱动力量,是教师得以实现持续性发展的逻辑起点。这一德性存在根植于关系视域,以教师的社会性存在为基础,呈现为人与物的关系、人与人的关系。教师在发展过程中要具有时代性的德性知识、审辩性的德性能力、超越性的德性信仰。只有在人自觉、对象性的活动中,综合性的德性品格才会生成,因此还要关注教师发展的德性实践,了解教师生活活动样态中内在善的生成与外在善的实现。只有在哲学视域下建构起对教师德性的存在、构成和实践的整体逻辑认知,才能促进教师发展的自主和持续性发生。

中国共产党领导下我国中小学德育课程的发展历程与基本经验

德育课程是立德树人、培根铸魂、润化心灵的重要载体,是学校德育工作的基本保障,发挥着育人主渠道的作用。建党百余年来,我国中小学德育课程经历了初步创立、逐步规范、稳步完善和快步发展四个阶段。每个阶段的德育课程目标、内容和实施方式均具有鲜明特征。百余年来,我国中小学德育课程建设积累了丰富的经验,体现在坚持将马克思主义作为学校德育课程建设的理论指导,坚持党的领导是中小学德育课程建设的根本保证,坚持以学生的全面发展为根本旨趣,坚持理论与实践相结合的德育实践理路,坚持德育课程的时代性与民族性的统一。

新形势下高校思想道德教育的路径探析

近年来,随着经济的快速发展,社会对于高校学生精神与思想层面的培育提出了更高要求。本文以加强新形势下高校思想道德教育的意义作为切入点,分析了当前高校思想道德教育面临的主要挑战。同时,基于明确教育需求、推动内容迭代、创新教育方法、加强师资建设、健全管理机制、营造积极环境等角度,对提升新形势下高校思想道德教育水平的措施进行了阐述,力求为有关教育工作者提供参考。

健康中国战略背景下基于五育并举的医学人才培养研究

医学人才是健康中国战略实施的宝贵资源,为各级医疗卫生单位培养高质量医学人才是医科院校推进“健康中国”建设、落实立德树人根本任务、坚守护卫人民健康的重要使命。“五育并举”的提出是新时代对高等教育提出的新要求,在新教育理念下,如何培养人才,培养什么样的人才是教育工作者需要深刻思考的问题。本文基于“五育并举”视角,阐述了新时代“五育并举”的内涵特征。同时,还探讨了健康中国战略对医学人才的要求,并介绍了民族医学院校在培养医学人才方面的探索,为培养高质量应用型医学人才提供理论参考。

从想象到生态:中国式现代化视域下学校德育实践的高质量发展

在教育领域,中国式现代化作为一种样态的本质是教育的本土意识和高质量性,其对我国德育现代化提出了要求,为德育实践的本土意识和高质量发展提供了思想方向、社会依据和观念基础。在这一过程中,具有德育实践哲学引领意义的德育想象具有重要作用,但存在德育实践效果幻想风险。面对德育实践中形式化、浅表化、碎片化、错位化等非生态误区,可以基于多种理论视角理解实践及学校德育实践的开放性、涵养性、多维与多层次性、情境性、自主性等生态性特征,在建立优化学校德育实践生态的“真”实践、弹性实践、联携实践、系统实践等原则基础上,积极依托学校生活实践环境、课程教学实践、服务学习实践等路径推进德育实践高质量发展。

高职院校五德并育视域下德技并修路径研究

办好人民满意教育的关键在于明确“培养什么样的人”“怎样培养人”。高职院校在培养技术技能人才时,常出现“重技能,轻德育”的情况,导致德育效果不佳。五德并育理念为德技并修提供新思路。该研究剖析五德并育内涵及与德技并修关系,以“德技双修、知行合一”为指导,基于“五德”核心要素探究德育专业化建设等实践模式,为新时代高职院校立德树人开辟新途。