Though modernity based on rationality and capital is prevalent, it has been coupled with inherent contradictions which has spread around the world with the increasing international exchanges. Though the extensive criticism that modernity has received reveals the narrative logic behind it, it doesn’t go beyond capitalism due to its derivation from political economics and historical materialism. The report to the 20 th National Congress of the CPC elaborates on the Chinese modernization. It surpasses the western modernity in the development path, strategy, international significance and prospects, providing a Chinese solution for the crisis of modernity in the West.

社会加速批判是社会批判理论的新方向.当代批判理论家哈尔特穆特·罗萨以时间分析作为社会批判理论加速转向的逻辑依据,对社会加速情境中动态稳定的总体性危机的表征和成因进行了系统而深入的逻辑审视,并基于"适应性稳定"与"共鸣"提出了一条试图超越危机的逻辑路径.罗萨的社会加速批判理论为我们分析、诊断和治疗社会危机提供了全新的思路,但寄期望于构建适应性稳定和共鸣来对抗危机的方案并不能从真正意义上完善社会秩序和价值体系.我们需要在历史唯物主义视域下将"加速"置于资本逻辑语境中探讨其理论限度,在生命共同体基础上丰富共鸣内涵,通过资本逻辑与生命共同体的双重复归,为真正走出加速社会的危机与困境提供理论借鉴.

理工类高校发展文科科研顺应时代发展要求,符合学科发展趋势,遵循人才培养规律.现阶段,由于受管理体制、资源配置、师资队伍综合素养等因素的影响,理工类高校文科科研生态呈现出科研管理理念陈旧,科研资源分配失衡,科研信息流转不畅以及科研主体学术价值观存在偏差等困境.创新科研管理理念,加强科研管理制度建设,构建多元科研信息流转平台,加强科研队伍培育,是理工类高校走出困境,推动文科科研发展的战略路径选择.

教育事业的发展与经济的发展紧密相连,高校教育自然也围绕经济杠杆进行革新.经济新常态对高校教育产生了如下影响:加剧高校教育的竞争压力,增大毕业生就业压力,引发对内涵式发展的探讨,激发高校改革热潮.高校应立足“新常态”,应对“新常态”,适时转变传统教育理念、改革管理体系、创新教育原则、更新专业设置、丰富教育教学内容,培养出更多社会需求的优质人才.

Marxism is the guiding ideology and the theoretical basis of our party and our country.Study on the education in Marxist theories,such as the principle,process and approach,has tremendous theoretical significance and great value in practice,especially when we’re in the highway of constructing and impro-ving the theoretical system of socialism with Chinese characteristics.In the past decade,our academic and theoretical circles have conducted extensive researches on Marxist theoretical education and achieved great success.This thesis makes a review on the subject of current situation of Marxist education from the fol-lowing aspects,such as the contents of current Marxist education,the insufficiency of research,the trend and growing point of Marxist theoretical education in the future.

第一部分:理解物的自由 师:请仔细读课文,看看能从文中哪些语句中读出“自由”来? (生自由读课文,师提醒圈点勾画.) 生:第28段都是. 师:我刚才也看到很多同学也都标注了这一段,为什么呢? 生:这段文字写了自由自在、无忧无虑. 师:是的,这一段,写出了黄瓜是一 生:自由的. 师:还有什么也是自由的? 生:玉米是自由的,蝴蝶也是自由的. 师:园子里的万物都是—— 生:自由的! 师:这段文字有一句话具体写到了景物的自由.是什么?一起读一下. 生(齐):“要做什么,就做什么;要怎么样,就怎么样.”

Satisfaction is people's subjective feeling, reflecting their personal experience within a stratified system. In addition, the level of satisfaction of groups or of the whole society can reflect the situation of social justice at a particular developmental stage. We have designed a scale to measure people's satisfaction at both the individual level and the society level. Using the survey data we collected, we show, in this paper,that people's personal satisfaction is higher than their satisfaction of the society. We also find that social participation, social relations, social protection and social economic status might significantly influence people's satisfaction. We propose that the government shall take these factors into consideration when they are looking to improve people's overall satisfaction.

基于心理学视角的动机理论目前正成为学术理论界探讨的热点.研究动机理论,对于思想政治教育途径及方法的创新,激发受教育者更好地将教育理论运用于实践工作等方面都具有非常重要的意义.借鉴动机理论,在思想政治教育中,我们应将理论教育与经济社会发展紧密结合,明晰教育者与受教育者问"实践共同体"的关系,创新思想政治教育途径.