人类社会正在进入由人的世界、物理世界、智能世界和虚拟世界构成的四维世界,出现人际世界虚拟化、物理世界数字化、智能世界泛在化、虚拟世界常态化以及四元空间融合化的时代特征,①这将给人类社会发展带来前所未有的深刻变化.中国正在建设与时代特征相适应的覆盖14亿人口的现代化,这同样不仅将给中国,而且将给人类社会发展带来前所未有的深刻变化.
自冷战结束以来,全球系统性危机的集中爆发与世界秩序的变化一直是世人所关注的焦点.从20世纪90年代至今的世界秩序仍是美国主导的单极格局,现有国际组织和机构却无力预防和解决危机及冲突.北约东扩最终导致了俄罗斯对乌克兰采取了特别军事行动,美国和西方国家对俄罗斯实施了前所未有的制裁,进一步推动了俄罗斯外交政策"转向东方".百年变局加速演进的时代背景下,西方国家力量的相对走弱,使美国主导单极格局力不从心;"全球南方"力量上升,国际力量对比更趋均衡;俄乌冲突的爆发与持续,正加快世界政治格局向多极化演变,多极世界逐渐回归.面对如此复杂且严峻的挑战,国家层面应作出适当的政策回应.建立在不结盟、不对抗、不针对第三方原则基础之上的中俄两国,走出了一条大国战略互信、邻里友好合作的相处之道,成为不同历史和文化背景、不同政治制度和经济体系大国间发展新型国际关系的典范,成为维护世界和平安全与发展繁荣的重要力量.对此,中俄两国还需进一步加深相互信任和理解,通过人文交流夯实两国人民世代友好的政治基础和民意基础;推进双边各领域务实合作,助力两国实现各自发展振兴目标;进一步在不结盟、不对抗、不针对第三方原则基础上,推动国际关系民主化,致力于推动世界格局的多极化发展.
The Molotov-Ribbentrop Pact is a controversial event in the history of the Second World War. Some scholars regard the Pact as essential to the security of the Soviet Union; others consider it a reason to equate the Soviet Union with Nazi Germany as the main initiator of the Second World War. Comparison of the historical representations of the Soviet territorial expansion in 1939-1940 in Soviet and post-Soviet Russian textbooks can uncover the conceptual transformations in historical consciousness since the fall of Communism, and reveal: does the current evaluation of the Pact in Russia and Eastern European states vary?
This article examines uniform standardized history education in Russia. It focuses primarily on the process of designing unified national history textbooks in 2013-2017, and also examines the educational reform that followed this process, along with the role of Russian society in the formulation of the textbook’s content. The new historical-cultural criteria—and the Unified textbooks based on them—are considered as a product of social contract as it was revised and approved by the different levels of Russian society: academics, parents, teachers, and government. In essence, the new textbooks are the first joint project made by the government, academics and society in the history of the Russian state. The new history textbooks are regarded as an attempt by the state and society to link Russian history with world history; previously, each discipline was studied separately. It is also an attempt to acknowledge and accept all of Russian history as one historical process of the evolution of Russian statehood, including all successes and achievements as well as black spots and wrongdoings. Although the unified textbooks are the most prudent revision of history in contemporary Russia, however there are several improvements required to redirect textbooks from being simply a tool for the construction of patriotism in schools to also being a mechanism of development of the younger generation’s critical thinking.
The associative chain between the personality of Joseph Stalin and his role in the Great Patriotic War of 1941–1945 remains stable among the historical consciousness of Russians from the end of the war until now. Traditionally, high schools devote a large amount of time to study the history of the war, including a range of the events dedicated to remembering the war. As a result, a stable and positive attitude toward the war and its significance to the Russian nation has been achieved, while the attitude toward Stalin remains ambivalent, ranging from assessing him as a perpetrator, who initiated genocide and terror against Soviet people, to national hero and great ruler, who led the country to victory. In 2017, the Ministry of Education of the Russian Federation introduced three new national history textbooks based on the single goal of teaching Russian history in schools, but in practice has actually returned history back to a uniform standardized historical education across the country, similar to the Soviet education system. In this regard, the historical comparative research based on content analysis of Soviet, Russian, and newly issued textbooks is deemed topical and aimed to track the evolution of the image of Stalin and to understand how the historical representation of Stalin and his war policy has changed over the last 70 years in school education. There is also the goal of identifying the main reasons for the diverse attitudes toward Stalin currently inherent in different generations and rooted in stable ambivalent assessments of his war policy among Soviet and post-Soviet Russian society.
突显"以人民为中心"的治理理念 首先,协商治理能更好体现人民是国家主人这一我国国家制度的根本属性.在社会主义国家,一切公权力属人民所有,国家治理必须坚持以人民为中心的价值导向,国家治理的目的是促进人的全面发展,我国的国家性质决定了人民民主是推进国家治理必须坚持的根本原则.协商民主是我国人民民主的特有形式和显著优势.把协商民主的原则运用到城市治理中,就形成了协商治理,协商治理是把我国人民民主的制度优势转化为治理效能的重要途径和方式.
街道居民议事制度的特点 建立街道居民议事制度,是我省深化城市治理的一项创新举措,它为街道人大工作找到一种新的载体,也为基层民主找到一种新的实现形式.街道居民议事制度有哪些特点? 所谓街道居民议事制度,是指在街道党的工作委员会领导下,由人大街道工作委员会具体负责,围绕街道民生事项和其他经济社会发展事项,组织开展民主协商的议事制度.从形态来看,街道居民议事制度具有如下几个特点:一是代表性强.
创新环境构建是一项系统性工程 城市的发展必须将创新置于中心位置.而创新的产生依赖于良好的环境,创新会有脱离环境而发生的特殊的、偶然的例证,但总体上说它是一项系统工程.促进创新需要建立一套有利于激发创新的体制机制,需要有与之相匹配的政策和生态环境.
Traditionally, reconciliation includes conflict resolution and peacemaking process primarily focusing on the methods and mechanisms involved in facilitating the peaceful ending of intra- or inter-group conflicts such as negotiation, mediation, arbitration, and other. Practically, states can normalized relationship fairly rapidly and achieve government-to-government reconciliation, but factually the former adversaries cannot build a stable peace even if the military actions have been stopped. States can become friends fast, but societies not. Therefore, the study of reconciliation slowly has been moved to social-psychological approaches viewing reconciliation as a more comprehensive phenomenon than only conflict resolution. The article examines the concept of reconciliation and the role of psychology in the study of conflict settlement with the emphasis on social reconciliation and identity change as a core element of building deep stable peace between former rival-parties portraying the existing relevant socio-psychological and political literature on inter-personal, inter-group and inter-state conflict.
学术体系的形式主要是理论,理论的载体是知识.知识是人类总结归纳出的以经验、符号、概念、命题、范式和操作方法、程序、技能等形式表现出来的具有真实性和文明导向性的人的认识;理论则是为证明、回答或解决特定问题依据一定的逻辑而建构起来的体系化的知识.因此检验一种学术体系发展的成效,基础是评判这一学术体系赖以建构的知识体系的状况;而任何一种促进学术体系更好发展的策略的设计,最终也必然要落实到作为这种学术体系载体的知识体系建构的改进和完善上.
亚洲金融危机爆发后,1999年,在加拿大和美国财长倡导下,G20部长会议诞生.2008年,G20从部长会议升级为首脑会议.在G20之前,调节世界经济的是由7个主要发达国家组成的G7.
中美关系是当今世界最重要也是最复杂的双边关系,推进中美关系发展首先要认清中美关系的现状.如何认识中美关系的现状?我认为有五个基本点必须把握.第一,中美两国在世界上的地位,存在着重大差异.美国在经济、教育、科技、法制、军事、社会组织、治理能力等领域,特别是在对人才的吸引力方面,在世界上都处于领先地位,且在可以预见的未来,还将继续保持这种地位.
谢谢大会提供一个发言的机会；另外，也感谢前面这几位发言人，他们提的问题和阐述的理论，对我思考党的建设确实有很多启发和帮助。我的发言主要想谈谈“创新党的理论，迎接中华民族伟大复兴”这个问题，讲三点想法。
我想讲三点看法. 第一点,社联组织的读经典活动,确实是非常必要的.我理解社联组织这么大规模的读书交流活动是想倡导一种风气,倡导一种能够深入地去阅读、去体会、去思考这样一种学风,我觉得这个做法非常好.我们处在一个知识和信息爆炸的时代,各种图书应有尽有,要学的东西实在太多;同时也处在一个社会大转型的时代,社会发展和变化的节奏很快,各类问题层出不穷,各种机会也非常诱人.一个人很难安静地坐下来,细细地品味一些经典著作.尤其是,在中国,社会各界对知识分子寄予非常大的期望,从给中央写决策咨询,到村民委员会选举应该怎么做,全都期待着我们学术界去关注,去回答,这在客观上对我们施加了多重压力,要求我们把精力用去思考如何解决实际问题.在这种情况之下,能够真正静下来读几本书真的是不太容易的.现在社联倡导这么一个读书活动.我觉得有好几个好处.
圆桌会议五的议题是“更好”与社会价值导向.大家认为这个议题包含三层含义:第一,社会价值导向;第二,什么是“更好”;第三,社会价值导向有没有可能导向“更好”,如何做到“更好”. 关于社会价值导向问题. 大家认为,当今中国社会正处于矛盾多发期,有很多矛盾背后都是价值观的冲突,所以怎样从价值观上引领我们解决社会矛盾,已经成为迫在眉睫的问题.
<正>我的发言主要围绕四点:一是有效的城市治理是民主的治理;二是杭州城市治理的主要创新;三是相对于西方的民主发展,如何评价杭州现有的创新实践;四是提一些建议。首先,城市的有效治理在现代社会一定是民主的治理。我想有五个理由。第一,城市和乡村很不一样,城市有效治理的基础是法定的规范
