Religious education for children with severe learning difficulties: constructing a framework,finding a medium,exploring a story

In this article Jane Webster enquires into the status of religious education (RE) in the curriculum of children with learning difficulties. She maintains that if RE is to be taught well its essence as a subject must be grasped by those responsible for its teaching, and that this involves establishing a viable conceptual framework for the subject. In this article a possible framework is constructed which, in respecting the cognitive and affective dimensions of human personality, enables all children to develop an understanding of the meaning of religion and a sense of their own spirituality. Jane Webster suggests that religious stories are one medium through which this kind of learning may be achieved, and describes the way in which a class of children with severe and complex learning difficulties explored the biblical story of creation in their RE lessons.     

试论宗教与文学的同一性

宗教与学之间存在诸多的同一性：从本体构成上看，原始宗教和学都生成于主体自我意识的觉醒；从情感表现上看，它们都带有情感特性；从致思方式上看，它们都运用想象和幻想把握世界；从表现手段上看，它们都借助形象表达自身；从观照的对象看，它们都注重对人的研究。     

哲学与宗教辨析

哲学与宗教是人类发展中的两种重要的社会文化形态和意识形态,二者之间存在着复杂的关系。一方面,它们产生的条件、根源、主客体特点、反映形式与路径、性质及表现形式、社会功能等方面存在着显著的区别;另一方面,它们又都属于世界观,都具有阶级性,并存在着相互作用。     

Re-telling the “Story So Far”: Reconsidering Sport and Spirituality in Light of the New Age

ABSTRACT

Sport and spirituality is a burgeoning academic area of study (Jirasek, 2015). To date, the field has been dominated by Christian scholarship (Watson & Parker, 2011). Incidentally, the history of the field is often narrated from a Christocentric viewpoint. Such narratives downplay, denigrate, or ignore the impact of other religious ideas. This article highlights New Age thinking as a primary driver of sport and spirituality, and problematizes exclusively Christianized historiographies of the field. Exposing connections to New Age figures and ideas, this article demonstrates the necessity of a more nuanced narrative of the field of sport and spirituality. It concludes by suggesting that scholars of sport should critically attend to the historiographical, theoretical, and methodological developments of a field, as these are inherently political practices.     

Faith and the Nation: Education and Religious Identity in the Republic of Ireland

Through an examination of selected documents, this article explores the role which the Irish state attributed to education in promoting the Christian, specifically Catholic, identity of its young citizens. The essay also examines the evidence of a desire to distance the state from a direct role in reinforcing the religious dimensions of cultural identity and of an endeavour to reconcile respect for the nation's Christian heritage with respect for other versions of human self-understanding.     

《百年孤独》中费尔南达的身份解读

《百年孤独》问世以来它的魔幻主义特征引起了广泛关注,笔者从现实主义角度出发,对小说中的人物费尓南达的身份进行解读。费尔南达作为外来者进入布恩迪亚家族后,试图按照她的意图缔造属于她的王国,但她的统治却将这个家族带向更加落后、腐朽和孤寂的境地,最后她也只能在孤独中死去。费尓南达的孤独宿命,展现了西方殖民者妄图利用宗教对拉丁美洲实施控制阴谋的破产。     

埃利森《六月庆典》主题探讨

从洛克的宗教哲学观、萨特的存在主义和弗洛伊德的精神分析学说的角度讨论<六月庆典>,分析小说中的人物,可以发现现代美国黑人确认自我、赢得自由解放、进而与现代美国主流社会和谐共处的历程,揭示拉尔夫·埃利森捍卫黑人传统道德文化、争取黑人权利、探索黑人身份的积极价值观以及促进黑人与美国主流社会和谐共处的创作主旨.     

景颇族史诗神话中的民族认同

景颇族史诗神话对景颇族民族传统文化的传承发挥着重要作用,是景颇族民族认同的重要标识之一。景颇族史诗神话所包含的共同的族源神话、集体记忆、宗教、生活习俗等都是民族认同的基础要素。     

Comment on Barrow

The author continues his dialogue with Robin Barrow on the place of religion in public education (see pages 205 to 223 of this issue).     

政治哲学视域中公民教育和认同问题探究

我们把公民教育与认同置于共同体之中,基于政治哲学的视域,思考和审视由于不同共同体的道德原则与价值取向不同,决定其教育实施不同目标和手段,旨在达到公民与共同体要求和谐一致,从而从内心产生认同和归属,接受和忠诚于自己生活的共同体,从政治哲学视域反思公民教育和认同问题,对于构建中国特色社会主义核心价值观念,促进命运共同体发展具有重要的现实意义。     

Marking time: using music to create inclusive religious education and inclusive schools

Religious education (RE) is a vital subject in the inclusion of pupils and staff alike, as it brings together ways of life and communities, the personal and the social. Based on the philosophy of community of John Macmurray, and the philosophy of dialogue of Martin Buber, Julian Stern investigates ways of ‘marking time’, understanding and celebrating times and events in schools. Music, embedded in religious and other ways of life, adds a communicative dimension that strengthens inclusive RE and intercultural communication. RE with music can be used as a form of community‐making of the most comprehensive (i.e. inclusive) kind, engaging the imagination to such an extent that pupils, teachers and all members of school communities can, in Buber's words, ‘imagine the real’.     

论政治认同

以马克思主义政治学基本理论为指导,对政治认同的基本内涵进行了比较分析与界定,并对政治认同的历史演变进程进行了探寻与梳理。