推进军营文化建设 铸牢官兵核心价值观

一、注重弘扬优秀传统文化,丰富培育军人核心价值观的文化教育资源。传统军事文化,是先进军营文化的源头活水。培育当代革命军人核心价值观必须深入挖掘传统军事文化合理内核,搞好借鉴、     

新军事变革背景下的军校校园法制文化建设

新军事变革极大地冲击了传统战争理念,对现代军事人才的培养提出了新的要求.军校校园法制文化建设与军人法律素养的培育密切相关.在新形势下,军校校园法制文化建设的目标指向包括:培育学员守法品质;培育学员公民意识;培育学员依法管理能力.基于目标指向的变化,应当优化校园文化环境建设,创新法律实践活动,发挥校园网络作用.     

军事软实力语境下的军人核心价值观培育

以胡锦涛同志提出的“软实力”和当代革命军人核心价值观等重要论断为依据，从军人核心价值观作为军事软实力资源的视角，揭示了军人核心价值观培育与提升军事软实力之间的内在联系，提出军人核心价值观培育是提高军事软实力的关键环节。     

论军人的权利与义务——以军营法律文化为视角

军营法律文化是军营这一相对封闭的"亚社会"在长期军事实践活动中逐渐形成的,对法律所特有的思想观念、理想人格、情感倾向、行为趋势,即关于权利与义务的价值模式和行为模式的总和。对军营法律文化的概念,以及军营法律文化对军人权利义务关系的影响进行梳理,对如何通过军营法律文化建设改善军人权利义务关系进行探讨:打破现代法治理念与军营法律文化的隔阂,增强军人对法律的信仰;摒弃法律工具主义对军营法律文化的不良影响,真正重视军人权利。     

先进军事文化视阈下的战斗精神培育

新形势下,充分发挥先进军事文化对战斗精神培育的重要作用,实现先进军事文化对战斗精神培育的渗透融合,要弘扬优秀传统军事文化,大力培育当代革命军人核心价值观,积极营造先进军事文化的创新氛围。     

从军事文化到军人核心价值观

军队的战斗精神不仅仅源自军人的职业操守,更源自军人心中坚守的信仰.那么信仰从哪里来?笔者认为,军人的信仰主要源自文化的熏陶以及军事实践的现实体验.无疑,文化熏陶更具张力和持久影响力.然而,文化依旧十分抽象,需要借助特定的载体来还原历史、传达喜怒哀乐、表征丰富的精神世界.军事文化也不例外.     

论构建当代军人政治人格的合理途径

在改革开放和发展社会主义市场经济的新形势下 ,之所以会出现部分军人政治意识淡化现象 ,除受西方自由化思想渗透、社会主义处于低潮以及军队思想政治工作本身存在薄弱环节等因素影响外 ,同政治冷漠心理、畏权与权力依附心理、宗法等级意识、法律淡泊意识等传统政治心理对军人政治意识的消极影响密不可分。因此 ,培养军人健康的政治心理并探索建构当代军人现代政治人格的合理途径是十分重要的。     

新时期创新发展先进军事文化的路径

创新发展先进军事文化是军队建设的重大战略任务,必须转变观念,树立广义文化观念,坚持军人主体性和社会大众性相结合,注重阵地建设和战斗精神培养,促进培育当代革命军人核心价值观和战斗力生成模式转变,着实提升部队战斗力。     

努力提高军人核心价值观培育实效

培育当代军人核心价值观,要把握住主线,加强党的创新理论武装;突出主渠道,深入开展四项重大教育;用好主课堂,在履行使命任务和军事斗争准备实践中锻造;占领主阵地,大力发展军事文化;坚持主导向,运用典型示范和政策制度引领。     

先进军事文化视阈中的当代革命军人核心价值观培育

先进军事文化与当代革命军人核心价值观具有紧密的内在联系。加强先进军事文化建设是培育当代革命军人核心价值观的现实要求。应通过创新理论普及、优良传统挖掘、特色文化创建、军事理论创新、体制机制创新等基础工程,夯实先进军事文化阵地,在大力发展先进军事文化中为培育当代革命军人核心价值观强基固本。     

做好新版《军语》推广工作的思考

由于推广工作做得不够，《军语》应用情况还不乐观，许多官兵没见过、没用过《军语》，也制约着《军语》服务国防和军队建设作用的发挥。今年，新版《军语》将颁布实施。在新版《军语》推广上应注意提高思想认识、健全推广机构、完善推广规划、改进推广方式。     

军事法规之法理分析

军事法规是军事法的主体部分 ,在我军依法治军的实践中起着非常重要的作用。探讨了军事法规的制定主体、军事法规的立法权限范围及军事法规的立法监督等问题     

From the people's army to the Jewish people's army: the IDF's force structure between professionalization and militarization

The article discusses processes of “religionization” within the institutional identity and ethos of the Israel Defense Forces (IDF) and the connection of these processes with the significant structural changes the IDF has undergone in recent decades. The main argument presented is that since the late 1980s, the IDF has been in a culture conflict, torn between soldiers and civilians who advocate turning the IDF into a professional army “military professionalization,” and others who wish to preserve, and even strengthen, the “people's army” model. The present article shows that the meaning of the term “people” in this phrase has shifted to refer strictly to the Jewish people, and that a national-ethnic perception strongly influenced by religious-national ideology has been adopted.     

军校思想政治理论课实践教学的价值及途径探索

军校思想政治理论课实践教学是理论教学的延伸和拓展，是让学员运用所学理论去检验真理的有效性，从而获取价值认同、情感体验，树立革命军人核心价值观并坚定信仰。探索军校思想政治理论课实践教学，加强思想政治理论课的实践环节，是培养当代革命军人的关键。     

《孙子兵法》“令之以文，齐之以武”治军思想对院校学员队管理的启示

孙子兵法治军思想的核心是“令之以文，齐之以武”，用现代的观点来解读就是“以情带兵、依法治军”的思想，其对我们的工作实践有重要的启示意义。结合院校实际，抓好学员队的管理工作就是要“以情带兵、依法治队”，队干部只要把握好使用二者的尺度，就能带出一支纪律严明、充满活力的部队，营造出一个育人成才的和谐氛围。     

心理战中信息二次传播效果仿真研究

对心理战中宣传信息在敌军士兵中二次传播的问题进行研究,对单个士兵进行仿真建模,使用蒙特卡洛法模拟计算其状态及行为。从统计的角度,研究士兵集合在整体上呈现出的规律状态,对结果进行分析。实验结果证明该方法可以有效地对信息二次传播问题进行模拟仿真,仿真结果具有一定的真实性和可信度,可从中得出一些对部队心理战建设具有一定指导意义的结论。     

论武警法是独立的部门法

武警法究竞是否独立的部门法,是由来已久且必须回答的重要命题。《中华人民共和国人民武装警察法》的颁布为武警法的独立性提供了实证。武警法与相关法律部门,如军事法、行政法、警察法有本质的区别。武警法是我国法律体系中具有独立地位的部门法。     

关于军人核心价值观教育方法论的哲学思考

军人核心价值观教育是军队思想政治教育工作的重要组成部分，只有采用正确的教育方法才能取得成效。文章从马克思价值学说的基本观点出发，探讨了军人核心价值观教育的哲学方法论问题，总结和归纳出最具有普遍性的规律，以期增强当代革命军人核心价值观教育的实效性。     

Africa's toy soldiers,non-state armed groups,and ‘voluntary’ recruitment

Armed conflict on the African continent has witnessed increasing recruitment of child soldiers, often at the hands of non-state armed groups. Unfortunately this practice continues unabated in the face of legal obligations prohibiting the recruitment of child soldiers under international humanitarian law, and international and regional human rights law. While international condemnation of the practice has led to attempts to increase the minimum age for recruitment to 18, a disjuncture persists between the legal obligations states sign up to, and the actual enforcement of these prohibitions at a domestic level.

International criminal law jurisprudence emanating from the Special Court for Sierra Leone and the International Criminal Court is being monitored closely, as these courts seek to enforce the prohibition in all armed conflicts, and against both state actors and non-state armed groups. International humanitarian law only protects child soldiers who have been unlawfully recruited. In this piece, the authors take a closer look at what amounts to unlawful recruitment in light of customary international humanitarian law, since this body of law also binds non-state actors, even without further criminalising legislation at a domestic level. Moreover, the article briefly explores whether a child can ever void this protected status by volunteering to participate directly in hostilities.     

Mirror,mirror on the wall,who is the most offensive of them all? – Explaining the offensive bias in military tactical thinking

This article explores why the offensive predominates military tactical thinking. With survey results showing an offensive bias among 60 per cent of senior Swedish officers and as many as 80 per cent in the case of the army, it is clear that this is not just a problem of the past but is equally relevant today. The article asks why there is a tendency to perceive and understand offensive tactics as the preferred choice and the way to conduct battle that should be encouraged and preferred. Drawing on existing research and the findings of a pilot study, ten propositions for why the offensive bias exists are tested using a mixed-method approach. Based on the findings, the article develops a model to understand why the offensive dominates military tactical thinking. It is found that the two key constitutive factors behind the offensive bias are military culture and education. These factors most directly and profoundly influence an officer’s identity, perceptions, and thinking. Military culture and education, in turn, work as a prism for four other factors: military history, the theory and principles of war, doctrine and TTPs, and psychological factors.