浅谈马克思生活哲学对费尔巴哈的超越

费尔巴哈哲学止步处正是马克思生活哲学的起点.马克思的生活哲学无疑是在批判和超越费尔巴哈人本主义哲学的基础上创立的.这种超越不仅体现在生活的本质、主体,目标等方面,更为重要的是马克思生活哲学实现了话语转换、生活思维的重要转折.     

转型发展需要哲学大智慧——读陈彩虹《观世微言：经济学与经济生活》

经济生活需要哲学的智慧,需要以理性思维来审视和反思经济生活的现实矛盾和问题。我们怎样以哲学的智慧来观察当下的转型发展？首先,要走进哲学,获取智慧。其次,要运用哲学,破解难题。第三,要彰显哲学,尊重人性。只有这样,才能为转型发展增添强劲的动力和活力。     

哲学视域下生存与生活有关问题探讨──以马克思主义哲学唯物论对人的生存与生活的探讨为例

马克思主义哲学的生存与生活的探讨主要内容是关于人与社会之间的研究与探讨。人存在于大自然之中,是不以人的意志为转移的,人是客观存在的,唯物论里指明人的生存与生活是不以人的意志为转移的,要求我们按客观规律办事。文章就马克思主义哲学来探讨人的生存与生活,以期为马克思主义思想政治教育作出些许贡献。     

哲学与生活

关于哲学与生活的关系 ,我有如下想法 :一曰哲学要生活一些 ,二曰生活要哲学一些。前者的意思是说 ,哲学应当从书斋和课堂里解放出来 ,由内容到形式力求大众化、通俗化 ;后者的意思是说 ,生活不可只停留在感觉的层次 (并非否定感觉 ) ,应当闪射出理性的光芒。终极真理是没有的 ;倘若承认其有 ,人类对大千世界森罗万象的认识 ,怎么会扩展和深化呢 ?相对真理是有的 ;倘若否认其有 ,人类有史以来积之丰厚的认识成果 ,又怎么去解释呢 ?常言道 :“旁观者清 ,当局者迷。”何以清 ?因为在利益之外 ;何以迷 ?因为在利益之中。静观久矣 ,大抵如此 ,大…     

教师个人教育教学哲学的意义及其建立方法与途径

教师个人教育教学哲学是个人关于教育工作的基本信念和理想。从价值论、认识论、方法论认识教师个人教学哲学,建构教师个人教学哲学,需以实践的、行动的观念,在具体的、个人的教学情境中实施。     

普及哲学教育已成为思想政治工作的当务之急

马克思主义哲学是理论化、系统化的世界观和方法论,是自然、社会和思维知识的概括和总结。学习哲学,有助于思想方法,思维能力的训练和改进,有利于提高分析问题,解决问题的能力,可以使人在复杂多变的各种现象面前头脑清醒,方向明确,较快地抓住事物的本质和规律,从而做出正确的判断,较好地处理各种矛盾。然而,由于我们长期忽视哲学教育,基层行、社职工大都缺乏系统的哲学知识,缺乏用辩证唯物主义和历史唯物主义的立场、观点和方法分析问题和解决问题的能力,对我们开展各项工作,特别是思想政治工作产生极为不利的影响。     

银行移动学习 现在时与升级版初探

移动学习是利用无线移动技术和终端设备,获取教育信息、学习资源,开展培训活动的教育模式。学习者与辅导者以智能手机为平台,实现多种方式互动和交流,解决传统网络教育互动性差、工学矛盾突出的难题。这种移动学习以碎片化教育方式,保持各个知识点的简短精炼和相对独立,适应学习者利用工作与生活中的时间片段,快速获取所需的知识和技能。     

关于加强大学生的思想政治教育工作的几点思考

大学生思想政治工作目前面临着许多新情况、新问题,存在着不少薄弱环节,现阶段,做好大学生的思想政治教育工作,增强大学生思想政治教育工作的针对性、时效性和吸引力、感染力成为思想教育工作者所共同关注的问题,要解决这个问题,笔者认为要"把握大学生的思想特点;搞好思想政治教育工作队伍建设,学生干部队伍建设;抓住思想政治理论课、哲学社会科学课程及其他各种课堂;搞好继承与创新的关系、理论学习与社会实践的关系、积极引导与加强管理的关系、课堂教育与校园文化建设的关系等四种关系"。     

论会计教育理念

会计教育中重"教"轻"育"是长期以来的重要问题之一,其主要原因在于对会计教育理解的狭窄和会计教育理念的模糊与混乱。本文从会计的经济性质、管理性质、文化性质、信号性质、哲学性质等论证入手,探讨了会计教育的含义,梳理了人们对会计教育理念关注的内容,提出了会计教育理念的概念及其内涵、外延,构建了会计教育理念的内容框架,分析了现行会计教育理念中的问题、误区及对策。     

在社联召开的生产目的性讨论会上我会代表王文彬同志的发言纪要

七月八日、九日下午,上海市哲学社会科学学会联合会举行了二次生产目的性问题讨论会,我会理事王文彬同志代表我会在九日下午作了题为“提高人民实际生活水平是社会主义生产的根本目标”的发言。王文彬同志说:社会主义生产的目的问题,同实践是检验真理的唯一标准问题一样,是马列主义的常识。由于人类有要求生活得更好的愿望,才促进了生产力的发展,由此才产生了阶级、阶级社会和阶级斗争。如果我们的老祖宗一直满足于当年的生活现状,那末今天     

Some History of the Debate on Educational Policy of Accountants in Australia

The Australian professional accounting bodies developed their present educational policies during the period prior to 1964 when two major reports were issued. This paper traces the development of those educational policies, but particularly the crystallization of the philosophy underlying the decision of the Australian Society of Accountants to adopt degree level entry in 1965. The Institute of Chartered Accountants followed suit some years later. This signalled the end of the traditional system of part-time technical training associated with work experience, and established full degree-level education as a pre-requisite for professional accountants.     

Efficiency and equity of European education and training policies

This paper reviews empirical evidence, especially from Europe, on how education and training policies can be designed to advance both efficiency and equity. Returns to educational investments tend to decrease over the life cycle. Moreover, they are the highest for disadvantaged children at early stages and for the well-off at late stages of the life cycle. This creates complementarities between efficiency and equity at early stages and trade-offs at late stages. The paper discusses specific policies for efficiency and equity at each educational stage, ranging from early childhood education and schools over vocational and higher education to training and lifelong learning. The available evidence suggests that both efficiency and equity can be enhanced by output-oriented reforms properly designed to each stage, where the state generally sets a regulatory framework that ensures accountability and funding, and uses the forces of choice and competition to deliver best results. Designed this way, education and training systems can advance efficiency and equity at the same time. This paper is an adapted and revised version of the analytical report that accompanied the Communication and Staff Working Paper of the European Commission on “Efficiency and Equity in European Education and Training Systems” (ec.europa.eu/education/policies/2010/back_gen_en.html).     

Using Technology to Encourage Critical Thinking and Optimal Decision Making in Risk Management Education

This article draws a link between the risk management failures in the financial services industry and the educational philosophy and teaching constraints at business schools. An innovative application of prediction market technology within business education is proposed as a method that can be used to encourage students to think about risk in an open and flexible way. This article explains how prediction markets also provide students with the necessary experience to critically evaluate and stress‐test quantitative risk modeling techniques later in their academic and professional careers.     

“能力本位”导向的大学本科会计专业教学问题分析

近年来,我国会计专业教学水平在教育体制改革和市场经济推动下不断提高,在创新教育模式与体制建设上也取得诸多成就。但现行教学体系,又使高校培养的人才在一定程度上无法满足企业用人需求。文章结合我国高等院校会计教育实际,通过调研在分析现有会计专业人才培养现状的基础上,对高校本科会计教学面临的问题及成因进行分析,发现存在教育环境压力过大、内部动力不足、学科规划不合理等问题,提出运用“能力本位”的教育理念对高校会计专业教育环境、学科建设、国际合作和评价体系等进行再思考。     

高校教育成本核算方法比较研究

高校教育成本核算是高校教育成本管理的核心,但目前高校教育成本核算在实践中举步维艰。本文通过将高校教育成本核算方法进行比较研究,提出了将战略成本管理思想初步应用于高校教育成本核算中的新思路。     

Accounting graduates' perceptions of skills emphasis in undergraduate courses: an investigation from two Victorian universities

This study investigated the emphasis placed on technical and generic skills developed during undergraduate accounting courses from the graduate perspective. It is motivated by two issues. First, calls by the accounting profession and international education committees regarding the professional adequacy of graduates. Second, the challenge facing educators and professional bodies to design accounting courses that address a diverse range of needs from students, the educational philosophy of the institution, and the changing dynamics of global business. Data obtained from 310 graduates from two Victorian universities provided insights into the types of skills development considered necessary for a successful accounting career.     

公共教育支出分配效应的实证研究

充分市场竞争在分配结果上往往是残酷的:强者富可抵国,弱者食不果腹.这种并不理想的分配结果凸显了选择市场经济体制的同时强化财政分配职能的重要性.本文首先分析了研究财政的分配职能时强调教育支出的必要性,因为教育可以改变个体生命轨迹和收入状态;文章进而对财政性教育支出与高校在校人数进行了实证分析,增加财政性教育支出,对于提高劳动者的受教育程度、增加高校在校生人数、减少低素质劳动力供给的效应是明显的;根据供需决定价格这一基本规律,如果想从根本上改变弱势群体的收入状况,唯一的办法是减少这一层次的劳动力的供给,遵循这一基本思路,笔者提出了相应的政策建议.     

Educational inequality: the widening socio‐economic gap

In this paper, we consider research on links between higher education and family background, focusing particularly on the experiences of two cohorts of individuals born in 1958 and 1970. The findings point to a rise in educational inequality during the period relevant to these two cohorts. Specifically, links between educational achievement and parental income / social class strengthened during this period. Furthermore, a person's actual (measured) ability became a poorer predictor of whether they would get a degree than was previously the case. The expansion of higher education in the UK during this period appears to have disproportionately benefited children from richer families rather than the most able. Furthermore, the labour market success or failure of individuals became more closely connected to their parents' income, revealing a fall in the extent of intergenerational mobility over time.     

民办教育税收问题探讨

民办教育的税收待遇应综合考虑其公益性、营利性、非营利性而定。我国民办教育存在的税收问题有:民办教育与公办教育税收待遇差别较大、民办教育税收政策营利性与非营利性不分等。应从完善教育法制、对税收政策进行营利性与非营利性区分、加强教育税收管理等方面进行完善。     

A new educational paradigm for the new millennium: Consciousness-based education

It is the year 2050 and education is dramatically different from education in the 20th century. At the basis of the new education is the insight that a field of pure consciousness exists which can easily be experienced by all. From this insight, a new educational paradigm has emerged—consciousness-based education—with a more profound understanding of human development and how to promote it. The primary goal of education now is enlightenment and the entire curriculum is organised to foster this goal. The flowering of human potential produced by this educational approach has created a new age for humanity—the Age of Enlightenment.