Dewey's Democracy as the Kingdom of God on Earth

John Dewey has been portrayed as a sort of villain in Rosenow's (1997) article which appeared in this journal, apparently because he was unfairly opposed to God and to religion, and also because he deliberately usurped religious language to 'camouflage' his secular ideas. By drawing mainly upon similar sources but with some important additions, I wish to challenge the four major concerns raised in Rosenow's article and in doing so aim to offer an alternative interpretation. It is understood here that Dewey's approach to religion was not so much religious as it was 'spiritual' and while developing and changing throughout his writings, his ideas on spirituality nevertheless were thoroughly entwined with his other views, especially those dealing with education, science and democracy.     

Dewey's Conception of Interest and its Significance for Teacher Education

Many teachers in teacher education programs are cursorily introduced to Dewey's ‘epochmaking’ ideas on interest and effort through discussions based on the need for child‐centered pedagogies that utilize students' interests. Unfortunately, this strategy often tacitly encourages teachers to over‐rely on students' interests. In this paper, I recommend a way of introducing Dewey's conception of interest that avoids the common pitfall of over‐reliance on students' interests. I argue that if we focus on the changes Dewey made to the expression of his philosophy during a seventeen‐year period, we can help illuminate the force of his theory while protecting against unfortunate misinterpretations.     

南朝的“苏侯”神信仰

从南朝刘宋开始,一个以东晋叛将苏峻为原型的神祗——苏侯神,频频出现于正史当中,不断有帝王对其祭祀的事迹,而每次祭祀总是与蒋神并列,使之披上了南朝保护神的色彩。对它的崇拜遍布长江中下游地区,而以建康最为流行。从每次对它祭祀的政治人物可以看出,苏侯只是建康的地方神;由于建康一直是南朝都城,使它蒙上了南朝保护神的假象。     

当前高校少数民族大学生信仰宗教成因及对策研究

近几年,来自边远贫困乡村的少数民族学生从事宗教活动人数有所增加,干扰了学校正常的教育、教学秩序;我们应该正视少数民族大学生中的宗教信仰现象,对信教的学生进行分析,热情地关心、爱护、教育他们.这对于促进少数民族大学生思想政治教育以及打造少数民族地区平安校园具有重大意义.文章结合心理学相关理论,力图探索出少数民族大学生信仰宗教的思想认识和心理方面的原因,并在此分析基础上,提出相应的解决措施,切实加强高校大学生的思想政治教育.     

Faith, the RE Teacher and Year 9

Although the focus of this paper is an area that might be seen as the preserve of religious education, it raises issues and offers insights which are relevant to all those concerned with the personal and social development of young people. Sharon Sims-King asks to what degree it is necessary for an RE teacher to have faith, and from this goes on to consider what we mean by 'faith' in any case. Has it become a contentless reassurance devoid of any real meaning? A small survey of Year 9 pupils shows that they have quite complex and differentiated views on the nature of faith, and also fairly broad views of the type of faith that should be expected of RE teachers. The findings are encouraging, demonstrating as they do that the young people of today are able to reflect on the 'big issues'. This study also illustrates the importance of investigating the views and attitudes of young people at school, and not assuming that the views of teachers and policy-makers are all there is to be said on this important topic.     

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.     

紫霄真人成神与谭公信仰在马来西亚的传播

谭峭(紫霄真人)能够受到民众崇拜的原因:(1)他关心民众疾苦,获得人民群众拥戴;(2)封建统治阶级敕赐及道教派系的尊崇,为他身后成神提供了条件。谭公信仰随着华侨出国传播到马来西亚,在华侨反抗殖民统治与发展华文教育等方面都发挥了积极作用,并且目前还在华侨华人中持续。     

试论培养反思型教师的思维态度——杜威“反思性思维”的启示

教师反思是教师专业发展的重要方式,同时,在教师教育、课堂教学等领域也扮演着重要角色。近年来的相关研究及改革把培养反思型教师推向了前所未有的高潮,但本文认为,教师反思首先要在思维态度上有所改观,才会有实质性的突破。依据杜威的反思性思维,尝试论述培养反思型教师的思维态度的重要性及方法,希望能有一些参考价值。     

试论宗教信仰的情感基础

目前国内外学界关于何为“宗教”至今尚无完整的定义，从其本质性定义方式而言，宗教就在于它是一种绝对的依赖感。最好被描述为一种建立在宇宙与人类和谐的信念上的情感；也可以说宗教就是我们称之为虔诚的谦恭的心态，它缘自于对高于人的神的力量的体验与感觉。本试图对宗教构成要素之一的宗教信仰的情感基础略作探讨。     

神的缺席与无所不在——狄金森宗教观的嬗变

艾米莉·狄金森的宗教观有着明显的嬗变轨迹。其早期信件与诗作中神的缺席与中、晚期作品中神的无所不在折射出她从宗教异端到信徒的变化,但她心中的神不同于基督教义中描述的神,带有明显的狄金森理想的烙印。     

拜上帝会的宗教思想与民间信仰

有学者认为,拜上帝会是中国化了的基督教,实际上,这夸大了基督教色彩。拜上帝会与基督教的表面联系看起来比较接近,实际上其内在联系上相去甚远。太平天国运动作为一场农民革命运动,民间信仰对他们的影响极为突出。拜上帝会的宗教思想绝大部分都来自于中国民间信仰。拜上帝会本质上是一个传统的中国民间宗教组织。     

《野草》：作为最后的信仰

《野草》并非是鲁迅的绝望的徘徊,《野草》的深刻在于：道出了卑微生命置于“非人间”的本质意义与生存秘密,看似言辞徘徊,实则力透纸背,恰如绝望处逢生,更具笔力于力挽生命走向其存在之应然,是在对生命敬畏之际,彰显出了人生此在的崇高与伟大。在《野草》中,鲁迅先生保持了比以往任何时候更多的清醒。《野草》旨在找寻精神出路,于深沉忧思中开启存在之所以存在的理性与智慧,为有限人生赋予了终极关怀。     

Performativity,Faith and Professional Identity: Student Religious Education Teachers and The Ambiguities of Objectivity

Abstract

This paper considers the way in which Christian Religious Education (RE) teachers articulate the difficulties and challenges they experience both in school and with their peers as they navigate their way through their Initial Teacher Education. The paper offers a unique exploration of the relationship between elements of the three discourses of faith identity, emerging professional identity and the requirements of a performative teacher training context. Semi-structured interviews were undertaken with 184 student RE teachers across three universities. It became clear that all students interpreted the Standards and policy guidelines ambiguously, as being value-laden or value-free. The idea of the ‘good teacher’ as someone who was, by very definition, neutral and objective immediately made the faith position of students problematic. This is a key point in relation to the notion of performativity and education and the disproportionate impact it made on Christian students. It appeared as though many Christian students were concerned to stress that although their faith was personally important for them it was not something that contributed to their understanding of a ‘good teacher’.     

科学课教师培养的问题与对策建议

科学课是第八次基础教育课程改革新增设一门广域综合课程。科学课教师的培养作为一种新的探索,存在着专业设置的无序性、目标定位的宽泛性、课程设计的杂乱性以及组织运行的低效性等问题。解决上述问题需要政府、学团和高校多方联合,通过法律规制、专家引领和管理创新等措施协同进行。     

Three Approaches to Teacher Training and the Role of Religious Education as a Professional Subject

Beginning with the classic dilemma in teacher training of the relationship between theory and practice, the view is taken that the most appropriate starting point is practice, followed by reflection upon practice. School experience is seen as central, rather than peripheral, to teacher training. There are, however, different levels, characteristics and structures of reflection upon experience. Three levels and types of approach are identified: the curriculum process approach, the teacher‐role approach and the personalised approach. These are described in relation to three different courses of training and the strengths and weaknesses of each are considered. General issues regarding the nature of a professional subject, the relationship of a professional subject to education studies and the relationship of a professional subject to school experience are discussed and exemplifications offered in terms of religious education.     

论理论性学习在教师培养中的作用——基于杜威思想的讨论

理论性学习对于教师培养是否必要?杜威在1904年发表的《教育理论与实践的关系》一文,肯定了理论性学习在教师培养中的作用,为这个问题的讨论提供了探索方向,即厘清教师培养中理论和实践的关系。通过澄清杜威思想中理论的内涵以及近一个世纪以来西方教育理论家对杜威理论和实践关系的发展,教师理论性学习实则在于教师对科学思维方法的运用,即对教师思维发展的训练,教师在理论学习中获得的思维能力促进教师理论和实践的结合。肯定教育理论性课程的学习在教师培养中的作用,对饱受诟病的中国教师培养模式具有现实意义,可以防止目前师资培养改革中过度强调实践性课程而忽略理论性课程的倾向。     

法律信仰的缺失及其培育

改革开放加快了中国法治化进程 ,法制观念日益深入人心。但要真正实现法治 ,公民法律信仰缺失是其主要障碍。培养公民对法律的信仰 ,不仅是社会主义市场经济的需要 ,更是依法治国的需要。     

中小学校长培训师资队伍建设中存在的问题及其对策

培训师资队伍数量不足、质量偏低、比例失调、培训者培训不到位,是“十一五”中小学校长培训工作中暴露出来的非常突出的矛盾,它直接影响培训的质量和校长参与培训的积极性。问题形成的主要原因是因为从事培训教学工作的专职教师青黄不接、一些兼职教师的工作岗位的变换、缺乏对从事培训教学的师资的继续教育和教学的理论性要求不断提高,等其中缺乏对从事培训教学的师资的继续教育是诸多原因中的主要原因。要想有效解决这个问题,必须从加强培训者培训和加强制度建设两个方面入手,在省域区位内统筹解决。