东北大学学报（社会科学版）

东北大学学报（社会科学版） ›› 2020, Vol. 22 ›› Issue (1): 65-72.DOI: 10.15936/j.cnki.1008-3758.2020.01.009

• 政治与公共管理研究 • 上一篇    下一篇

监察委员会的精细化廉政教育模式研究——以公职人员的职业生涯发展阶段为分析视角

吕永祥1，王立峰2   

  1. (1.武汉大学党内法规研究中心，湖北武汉430072;2.吉林大学行政学院，吉林长春130012)
  • 收稿日期:2019-06-21 修回日期:2019-06-21 出版日期:2020-01-25 发布日期:2020-01-19
  • 通讯作者: 吕永祥
  • 作者简介:吕永祥(1988-)，男，安徽亳州人，武汉大学讲师，法学博士，主要从事国家监察体制改革研究;王立峰(1976-)，男，辽宁鞍山人，吉林大学教授，博士生导师，主要从事国家监察体制改革和廉政理论研究。
  • 基金资助:

    国家社会科学基金资助项目(17BFX017);教育部哲学社会科学研究重大课题攻关资助项目(17JZD003);吉林省教育厅智库专项资助项目(JJKH20180268SK)。

A Research on the Refined Integrity Education Model of the Supervisory Committee——Taking the Career Development Stage of Public Officials as Analysis Perspective

LYU Yong-xiang1， WANG Li-feng2   

  1. (1. Party Law Research Center， Wuhan University， Wuhan 430072， China; 2. School of Administration， Jilin University， Changchun 130012， China)
  • Received:2019-06-21 Revised:2019-06-21 Online:2020-01-25 Published:2020-01-19
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摘要：

目前学术界对精细化廉政教育模式的一般性研究有公共权力、年龄和职业生涯发展阶段三种分析视角，将职业生涯发展阶段作为监察委员会的精细化廉政教育模式的分析视角兼具比较优势和可拓展空间。以职业生涯发展阶段为依据对公职人员进行精细分类，结合落马官员忏悔录对各类公职人员的差异化腐败动机进行精准剖析可见:基于畸形的消费观产生的享乐心理、基于扭曲的权力观产生的投机心理、基于对个人成败的防御性归因产生的补偿心理和基于对职业声誉与腐败成本的粗浅认识产生的“有权不用，过期作废”心理依次构成处于职业生涯建立期、发展期、维持期和退出期的公职人员的主要腐败动机。鉴于此，监察委员会对处于不同职业生涯发展阶段的公职人员进行精确施教时，应当有针对性地对他们分别加强消费观教育、权力观教育、个人成败归因教育以及职业声誉与腐败成本教育。

关键词: 监察委员会, 精细化廉政教育模式, 公职人员, 职业生涯发展阶段

Abstract:

At present， there are three general perspectives in academic circles on the refined integrity education model: public power， age and career development stages. The analysis perspective of using the career development stage as refined integrity education model of the supervisory committee has both comparative advantage and expandable space. The fine-grained classification of public officials based on their career development stages， combined with the accurate analysis of their differentiated corruption motives and the confessions of fallen officials show that the public officials' hedonic psychology based on the abnormal consumption concept， the speculative psychology generated by distorted view of power， the compensation psychology based on the defensive attribution of individual success or failure， and the “power-will-expire-if-not-used” psychology generated on basis of the superficial understanding of professional reputation and corruption cost constitute the corruption motives of public officials who are in the career establishment period， the career development period， the career maintenance period and the career exit period respectively. In view of this， when the supervisory committee educates public officials at different stages of their career development， it needs to target at strengthening the education of their concept of consumption and power， attribution of personal success and failure， and the cost of professional reputation and corruption.

Key words: supervisory committee, refined integrity education model, public officials, career development stages

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