Suchergebnisse

The purpose of this work is to elucidate the intergenerational characteristics of online behaviors of Chinese "post-00s" college students, which contain positive and negative factors. To this end, we endeavor to explicate their online behaviors through an empirical viewpoint and a comparative analysis approach. The present paper will outline the intergenerational characteristics of online behaviors from tripartite perspective. First of all, in terms of online social behavior, it evinves the coexistence of diversification and circle stratification, thereby blocking mainstream discourse from intervening. Secondly, in terms of online entertainment behavior, it has increasingly become fanatical and dramatic, impeding the dissemination of mainstream values. Lastly, regarding online learning behavior, it is progressively self-reliant and reciprocal, gradually diminishing intergenerational emotional dependency and shaking the dominant position of mainstream ideology. The dichotomy of their online behaviors is likely to result in the predicament of online behavior anomie, posing challenges to the efficacy of moral education in Chinese tertiary institutions. Confined from the perspective of moral education, to effectively avert the anomie of online behavior among Chinese "post-00" college students, this manuscript will proffer three measures to bolster the efficacy of moral education in Chinese tertiary institutions. One is to augment mainstream discourse intervention and advance online media literacy education. The second is to facilitate the propagation of mainstream values and refine the digital ecosystem. The third pertains to the modernization of moral education's narrative and spatial structure, culminating in the elevation of mainstream ideology's prestige.

It has been customary to take Grotius's book for the starting point of one of the best marked eras in the history of jurisprudence. Any account of the development of theories of justice is likely to begin the modern history of the subject with Grotius, and to put as a classical epoch a period designated as "from Grotius to Kant." Any account of theories of law is likely to set off a period from the revived study of Roman law in the Italian universities of the twelfth century to Grotius, and another from Grotius to the breaking up of the eighteenth century law-of-nature school. In almost all accounts of the history of the science of law, Grotius stands as marking a turning point.