The many roads to serfdom

This comment considers the planning/laissez faire debate discussed in the Hayek symposium, and raises three points. The first is that all debates are contextual and Hayek's Road to Serfdom needs to be considered in its contextual setting. The second is that there are many roads to serfdom, not just the one outlined by Hayek, and the Hayek/Lerner debate today would probably focus on a different road than it did in the 1930s. The third is that modern economists' focus on technical issues has in large part removed them from the role that Hayek and other top economists played in their time.     

Marx, Marxism and the cooperative movement

This paper has a dual aim: first, to draw attention to a numberof passages in which Marx explicitly extolled the cooperativemovement and thereby confute the wrong but widely held assumptionthat Marx was inimical to the market and rejected cooperationas a production mode even for the transition period; second,to argue that the continuing neglect of Marxists both of thecooperative movement and of the passages from Marx (and Engels)that present a system of producer cooperatives as a new productionmode can be traced back in part to the late emergence of aneconomic theory of producer cooperatives.     

略论中国特色社会主义改革开放观

改革开放是决定中国命运的关键抉择。没有改革开放,就没有中国特色社会主义。正确认识和把握中国特色社会主义改革开放观的历史进程、宝贵经验,对我们进一步深入贯彻落实科学发展观、实现全面建设小康社会的新胜利、实现中华民族伟大复兴具有重大而深远的决定性意义。     

The responsibility of futurists in strategic foresight — Hungarian examples

The Futures Studies Department at the Corvinus University of Budapest conducted a few strategic foresight projects at the beginning of the twenty-first century. The goals of two projects were to increase the regional competitiveness of two towns in Hungary; whereas, two other projects dealt with the long-term, 15- to 20- year-long, macro-development opportunities of Hungary. They focused on defining social trends that influence the long-term decision-making environment of the regions and the country. The two types of experience made it possible to enhance strategic foresight by defining the role and responsibility of professional futurists and average, everyday people.     

论中国特色社会主义理论体系的价值向度

对中国特色社会主义理论体系的概括是党的十七大最重要的理论创新。对一个新的理论体系及其价值向度的判定,应以整个人类社会以及当今全球化发展的进程为基础;应以整个世界社会主义发展的经验和教训,乃至全球化趋势下的发展与挑战为基础。这一体系的新思想、新观点体现了中国特色社会主义理论的新视野、新境界,在时间、领域和发展三维价值向度上体现了其理论体系的历史传承、作用范围和理论发展。     

"新国企":国企改革中的新型经济组织形式

"新国企"是在国有企业改革过程中出现的一种新型的国有经济组织形式.它的产生为我国国有企业改革与发展提供了一种新的思路.对"新国企"现象的探讨还刚开始,本文对"新国企"产生的条件与背景,"新国企"的性质、特征和发展趋势等进行了初步的探讨.     

Towards a re-interpretation of the economics of feasible socialism

This paper re-examines the debate on whether socialism is feasiblefrom the perspective of the literature on the division of labourand organisational forms. The central argument is twofold. First,each of the major protagonists in the debate provide a partialexplanation as to when market socialism, planned socialism andparticipatory socialism are feasible. Second, the differentperspectives on when socialism is feasible can be reconciledthrough seeing the arguments in terms of specific techno-economicparadigms, which are underpinned by their own concepts of thedivision of labour and efficiency attributes. The authors showthat theories on the economics of socialism reflect differenttechno-economic paradigms and that when, and whether, the variousviews on socialism are appropriate depend on the prevailingexternal conditions, economic growth path and mode of institutionalarrangement.     

邓小平社会主义观与21世纪社会主义运动

20世纪80年代末90年代初，世界社会主义运动遭遇严重挫折，东欧剧变、苏联解体。在此非常时期，在邓小平社会主义观指导下中国社会主义仍然以昂扬的姿态蓬勃发展，与苏联解体形成鲜明对比。这一对比启示我们，21世纪的世界社会主义运动要取得突破性发展，共产党就必须在实践中体现社会主义的价值，必须始终代表人民群众的根本利益，必须坚持对社会主义认识的与时俱进。     

收入分配理论创新:缘由·方法·突破点

党的十九届四中全会审议通过的《决定》提出了"三位一体"的中国特色社会主义基本经济制度新论断,"按劳分配为主体、多种分配方式并存"的分配制度成为基本经济制度的重要组成部分。坚持和完善"按劳分配为主体、多种分配方式并存"的分配制度这个政策命题映射到经济生活实践中就转化为"分配制度如何、何以能促进逐步实现共同富裕"这个实践性命题。实践结果与政策主张之间的巨大落差使我们不得不聚焦分配理论创新这一基础性问题。贫富分化抑或两极分化的历史性、普遍性、必然性以及中国贫富差距持续拉大是分配理论创新的实践需要,从抽象到具体是收入分配理论创新的方法论,科学的逻辑起点(元范畴)是收入分配理论创新的突破口,构建与中国特色社会主义市场经济具有内在一致性的分配理论体系和制度体系是分配理论创新的终极目标。     

建构主义和人本主义指导下的思政教学——以“概论”课程实践为例

如何使思政教学贴近大学生实际,符合教育规律和学习特点,需要教师进行理论性的反思和综合性的创新.建构主义与人本主义作为两种重要的教育理论可以给我们以启发.二者指导下的思政教学,可以将教师的建构辅助作用与大学生的建构主体角色和能动作用充分结合起来,通过层层递进的启发式教学、问题导向的情境化教学、以人为本的自主性学习等环节,在人本主义的课堂中实现教育对象新旧知识的交接与新旧思维方式的过渡,使“两课”课程获得创新性成果.