中国走向现代化的文化转型

中国传统文化模式严重地制约着我国现代化的进程。只有通过深刻的文化启蒙,直接从普通民众安身立命的自在的文化根基入手,进行改造、批判和重建,才能实现我国传统文化的彻底转型。     

论中国民族声乐文化底蕴的传承与弘扬

经过中华民族悠久的历史沉淀,中国民族声乐形成了深厚而独特的文化底蕴。在传承和弘扬声乐文化底蕴的过程中,中国民族声乐逐渐形成了特有的形式、风格和灵魂。通过解析文化底蕴对民族声乐的影响和作用,揭示了文化底蕴对于中国民族声乐的重要意义。结合声乐教学实际,探讨挖掘文化底蕴的方法。     

试论兵团传媒在兵团文化建构中的作用

兵团文化的形成既离不开半个多世纪以来生活在兵团的千千万万的屯垦者的心血与汗水,也离不开报纸、广播、电视等传媒工具的有力支持。充分认识这些传媒因素在兵团文化建构中的作用,不仅有助于我们了解影响兵团取得历史性成就的多元化因素,也有助于我们在兵团“二次创业”的历史新征程中更好地发挥传媒的作用,及早完成“再创兵团辉煌”的伟大目标。     

传统文化哲学与区域创作观

哲学思想沉淀外化为文化,影响大众审美观念,并由此形成一种创作观.传统文化是传统哲学观的具体体现,而传统建筑文化是建筑哲学与建筑创作之间的桥梁,研究传统建筑文化哲学可更好地将全球化与地域性结合起来,用现代进步的技术再现传统文化的精髓,体现场所人文精神,丰富建筑创作和建筑艺术世界.基于传统文化思想的区域创作前景是美好而值得期待的,也是确立合理建筑创作走向的永恒之路.     

试论建构主义理论对写作教学的启示

传统教学以学生被动接受,死记课本知识,教师为课堂主宰,教学单向流动,学生个性受到严重压抑为特点。建构主义摒弃了这些传统教学方式,强调学生是知识意义的主动建构者,学生是教学的主体,教师是学生知识建构的组织者、参与者、帮助者,学生的背景知识受到重视,学生的个性得到充分的尊重,师生、生生的交流互动是教学中重要环节。在建构主义理论指导下的写作教学体现了平等、互动、创新的特质。     

中学英语启发式语法教学探索与实践

当前中学英语语法教学仍采用传统的教学方法,从而忽视了学生学习主体性、经验性和能动性。本研究提出将启发式教学方法运用于中学英语语法课堂教学实践之中,并通过建构中学英语启发式教学的5阶段,即预备阶段、提示阶段、联想阶段、统合阶段及应用阶段,试图激发学生积极参与教学活动意识,促进师生及生生间的互动,提高英语语法课堂教学质量。     

探索新疆少数民族优秀传统文化融入南疆高校“微德育”的途径

在少数民族地区有效开展德育工作,既要弘扬社会主义主旋律,又要照顾到少数民族大学生的特殊民族文化背景。新疆少数民族优秀传统文化是中华民族的共有精神财富,蕴含广博的德育资源。“微德育”是“微时代”背景下高校进行德育工作的创新手段,将新疆少数民族优秀传统文化融入南疆高校“微德育”,对于推进新疆少数民族优秀传统文化现代化、强化德育的实效性和促进民族团结、维护祖国统一有着重要的实践意义。     

Human conflict and universal ethics (part 2)

This second part of the review article begins with a definition of military power, when and how it should be used. From a large number of authors, “moral forces” are linked to “codes of conduct”, and the fundamental understandings about the “profession of arms”, based on “fiduciary trust”, “covenanted” service and professional and personal “conscience”. The article covers what authors have written about “culture” and the ethics of “technology” devices and systems, including “cyber” warfare. It concludes with recognition of the increase in ethical sensitivity in this century which is characterized by a phenomenon, the crises of “identity”, personal, national and global.     

Explaining the security paradigm shift: strategic culture,epistemic communities,and Israel’s changing national security policy

The paper’s main argument is that Israel’s security policy, which traditionally focused on defending its territorial integrity against regular Arab armed forces, was, by the 2010s, transformed into one that focuses on facing a variety of state- and non-state-based threats. Neo-realist explanations could neither account for the contested nature of the security debate during this period, nor the inconsistent evolution of the policy. The present study aims to solve this conundrum by introducing an alternative approach known as 4th generation strategic culture research. The paper is comprised of four parts. First, the origins and evolution of strategic culture are reviewed, with emphasis placed on the commonly accepted weaknesses that, to date, have prevented it from being used as a testable theoretical concept, and subsequently as an explanatory factor for security policy changes. The second part presents the “modernist constructivism” approach that bridges the gap between traditional constructivism and hypothesis-driven research design. Next, the paper introduces the emerging fourth generation in strategic culture literature, followed by a conceptual framework designed to resolve the inherent weaknesses of the more traditional approaches. Finally, this conceptual framework is applied to analyse the transformation of Israel’s security policy between 1982 and 2014.     

Learning ‘Under Fire’: Israel’s improvised military adaptation to Hamas tunnel warfare

What organisational attributes enhance a military’s ability to effectively adapt on the battlefield? Upon the outbreak of war in July 2014 between Israel and the Palestinian militant group Hamas, the Israel Defense Forces (IDF) encountered an expansive network of tunnels from which Hamas was launching large-scale assaults into Israel. This article illustrates that the IDF’s ability to successfully adapt ‘under fire’ to this battlefield surprise was facilitated by several important attributes related to its organisational learning capacity: a dynamic, action-oriented organisational culture, a flexible leadership and command style, specialised commando units which acted as ‘incubators’ for learning and innovation, and a formal system to institutionalise and disseminate lessons learned.