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French and Islamic Sources of Moroccan Administrative Law Study of an Antinomic Duality
Siyouri Hind,
Hougua Ben Ahmed
Issue:
Volume 4, Issue 6, December 2019
Pages:
98-104
Received:
26 August 2019
Accepted:
18 September 2019
Published:
6 December 2019
Abstract: Being placed at the heart of concrete questions and interrogations of practice, it is undeniable that the judge has often had the initiative. For its part, the doctrine certainly does not aspire to be a source of law, no more ultimately than jurisprudence, but it can be a look, a broadcaster and an echo of this jurisprudence. Dean Vedel emphasizes in this context that the judge pilots, but the doctrine guides otherwise dictates the route, as he sees the general direction of the course. In a series of decisions, the Moroccan judge expressed the will to adapt the jurisdictional protection of the citizen to the religious data of the country. Moreover the principles of Islam are one of the originalities of Moroccan public law. Nevertheless, he finds in the case-law of the French administrative judge, in particular that of the state Council, a reassuring environment which offers him ready-made, orderly solutions which give his decisions the power of consecrated authority. Confronted practically with the same problems posed by the species that are submitted to him, the Moroccan administrative judge seeks from the French judges, who had in their solutions taken a few steps ahead, examples and models. However, the principle of French inspiration does not mean that jurisprudential solutions are transposed as is. The Moroccan judge has the tendency to become independent of the French judge by basing himself on a realism dominated by prudence and progressivity and on national characteristics that have no equivalent in France.
Abstract: Being placed at the heart of concrete questions and interrogations of practice, it is undeniable that the judge has often had the initiative. For its part, the doctrine certainly does not aspire to be a source of law, no more ultimately than jurisprudence, but it can be a look, a broadcaster and an echo of this jurisprudence. Dean Vedel emphasizes ...
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Exploration and Analysis on Xi Jinping's Patriotism Educational Thoughts in the New Era
Issue:
Volume 4, Issue 6, December 2019
Pages:
105-110
Received:
13 November 2019
Accepted:
4 December 2019
Published:
10 December 2019
Abstract: Based on the times and answering the questions of the Times, Xi Jinping's patriotic education thought in the new era has been formed and developed. Xi Jinping advocates that the patriotism is love of the Great Motherland, love of the Chinese nation, love of Chinese culture, love of the Communist Party of China, love of socialism with Chinese characteristics. He proposed that patriotism should be integrated into the education system of primary and secondary schools, and a unified educational system of "time", "degree" and "effect" should be constructed, so as to realize the Chinese dream of the great rejuvenation. Xi Jinping insists on the organic combination of patriotism and love of the Party, patriotism and love of socialism, patriotism and love of the world as the inherent characteristics of his patriotic education thoughts. Xi Jinping has greatly enhanced the spiritual realm and moral legitimacy of Chinese patriotic education ideological system in the new era. There are some important contributions, such as the rectification of the wrong ideological trend of patriotism education, the rational expression of Chinese paradigm, and the world's undertaking for the value orientation.
Abstract: Based on the times and answering the questions of the Times, Xi Jinping's patriotic education thought in the new era has been formed and developed. Xi Jinping advocates that the patriotism is love of the Great Motherland, love of the Chinese nation, love of Chinese culture, love of the Communist Party of China, love of socialism with Chinese charac...
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Dimensions of Learning: Adults Watching the Youth TV Series “Skam”
Jannike Vik,
Christin Tønseth
Issue:
Volume 4, Issue 6, December 2019
Pages:
111-119
Received:
5 November 2019
Accepted:
26 November 2019
Published:
11 December 2019
Abstract: Formal, non-formal and informal learning all fall under the concept of lifelong learning. These refer to different contexts, processes and outcomes of learning. TV-watching, for instance, can be a learning context promoting both transformative learning and identity development. Many adults were enthusiastic about watching the Norwegian TV youth series “Skam” (Shame), which was originally intended for youths between the ages of 15 to 16. We found it interesting that adults watched the series and wanted to find out what and how adults can learn from watching an entertainment program on TV, through a qualitative study. Seven adult informants aged between 30 and 55 years participated in the study. All of them watched the first seasons of “Skam” on TV. The analysis is structured around Illeris’ three-dimensional learning model. When adults watch something recognizable and emotionally engaging on TV, they can learn because their interest and motivation increases. The increased insight and awareness in form of a transformative learning process can lead to both identity development and attitudinal changes in adults. The best learning outcomes for adults appear through communication and reflection with others about what they have seen.
Abstract: Formal, non-formal and informal learning all fall under the concept of lifelong learning. These refer to different contexts, processes and outcomes of learning. TV-watching, for instance, can be a learning context promoting both transformative learning and identity development. Many adults were enthusiastic about watching the Norwegian TV youth ser...
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