北爱尔兰民族与宗教问题述评

北爱问题是西欧发达资本主义国家中一个典型的民族与宗教问题。本文对该问题产生的历史根源、宗教背景及问题发生发展的过程和现状作了较为系统的叙述与分析。     

2008年印度奥里萨邦印基冲突的谎言与思考

文章以2008年发生在印度奥里萨邦的印基冲突为案例进行研究,探讨政治和社会经济与此次宗教冲突的复杂关系,并讨论了当今印度社会所面临的政治民主问题与挑战。     

巴以冲突的民族和宗教根源

长期以来,巴以关系以冲突为主,矛盾、冲突、战争构成了巴以关系的主旋律。影响巴以冲突的因素错综复杂,而主要因素是巴勒斯坦阿拉伯人与犹太人之间因民族性和宗教信仰的差异所产生的矛盾,以及他们对民族家园的追求和保护。     

论社会冲突的根源

社会冲突是人类社会产生以来就一直存在的普遍现象,揭示社会冲突产生的根源有助于人们更好地协调和控制社会冲突.本文分析了社会冲突的总根源和基本根源.     

浅析科学与宗教之争的根源

科学与宗教之争已经持续了数个世纪。通过理论分析与案例研究,可以发现,二者冲突的根源乃是决断本体论问题进而建立意识形态的野心。为达成这一目的,科学与宗教都非法地扩张了它们的地盘并侵入了哲学的领域。若是它们对哲学问题能保持谦抑的态度,其间的冲突也许更有可能得以消解。     

试论巴以冲突的历史根源

巴以冲突是当前地区冲突的热点之一，冲突的背后隐藏着深刻的历史根源，既有宗教的，民族的因素，也有大国干预等外部因素，各种因素互相影响，激化，使得巴以冲突的复杂性非同一般，其中，两个民族对同一块土地提出了排他性的主权要求是根本原因，犹太移民定居点问题和耶路撒冷地位问题则是巴以和平之路上的严重障碍，这些问题若不解决，巴以冲突就不会停止，中东也难以实现真正的和平。     

师生冲突的根源及消解对策

师生冲突是学校教育中的一种常见现象。彼此所处的社会地位、拥有的价值观等方面的差异，以应试为目标的学校教育运作是引发师生冲突的内在根源。作为教师应注重社会角色的淡化，关注课堂生活，了解学生文化，注重冲突的协调与优化。     

试论菲律宾南部地区社会冲突的历史根源

1898年美西《巴黎和约》以国际法形式宣告了菲律宾第一次作为法律意义上的统一实体正式出现于国际舞台,但实际上在1946年7月4日正式获得独立之前,“菲律宾”从未成为一个独立和统一的民族国家,而仅仅是一个殖民意义上的政治地理实体概念,经过了古代时期的南北独立发展、西班牙殖民时期的南北对抗、美国殖民时期的南北分治、菲律宾独立后的南北整合冲突四大历史阶段.明显的南北社会生态分裂和碎片化发展特征成为菲律宾南部地区社会冲突的历史根源.     

社会冲突中的和平教育

和平有积极和平和消极和平之分.作为积极和平的代表型态,和平教育在化解冲突、构建永久性和平方面大有可为.和平教育从理念的提出到有组织地推行,再到和平教育的制度化.经历了一个较长的过程.从全球比较的视角看,当前和平教育的实施主要有宣传共享价值观、开设相关课程、推动群体间接触、组织和平实践活动等方式.     

论人与自然冲突的根源

反思人与自然的冲突，探究冲突的根源，晃处理好人与自然关系，实现人与自然和谐一致，持续发展的前提。本文对人与自然冲突的认识根源、经济根源、科学技术根源以及国际政治根源做了初步探讨。     

美国与北爱和平进程的历史考察

北爱问题实际上与美国关系密切,通过对爱裔美国移民和美国政府两个层面的考察,着重分析克林顿政府以来美国对北爱政策的转变过程及其产生的深刻影响,试为理解纷繁复杂的北爱问题提供一个新的视角。     

Learning 'Peace Talk' in Northern Ireland: Peer Mediation and Some Conceptual Issues Concerning Experiential Social Education

Experiential learning is often seen as a central component of social education and pastoral programmes such as peer mediation; but the precise nature of experience as an educational, social and pedagogic/cultural process in schools is complex. This paper uses the notion of experiential learning to explore the impact of a peer mediation programme in a transforming integrated school in Northern Ireland. The programme was intended to mainstream the involvement of pupils in the process of creating a more integrated school ethos and was implemented by youth workers working as members of the school staff.
The paper begins with a review of the theoretical basis of experience as educational. This is followed by an interpretative review of the results of a survey of pupils' attitudes to peer mediation and semi-structured interviews with pupils and school and project staff about their perception of the impact of the programme on ideas of social learning. One issue is the extent to which developing pupils' capacity for interactive dialogue can be seen as an experiential process, like learning a foreign language – hence 'peace talk'. Another is the process by which the perception of peer mediation training as 'experiential' constituted an enabling 'pedagogic discourse' which legitimized the programme for teachers and affirmed its beneficial impact on pupils.     

The governmentality of reconciliation: adult education as a community relations technique in Northern Ireland

Despite a successfully negotiated peace agreement in Belfast in 1998, tensions between different community groups continue to exist in Northern Ireland. This situation creates a governmental need to find solutions to problems such as segregation, inter- and intra-group violence and other forms of sectarian antagonisms. On the one hand, this is attempted by disciplinary measures such as ‘peace walls’ and an increased presence of state powers such as police and armed forces. On the other hand, community relations discourses remain a common refrain in Northern Ireland with their focus on a ‘conduct of conduct’ approach. In this article, I seek to understand adult community education through community relations initiatives and designated anti-sectarian courses as a governmental technology in Northern Ireland designed to change technologies of the self. The article highlights the possibilities for a way forward inherent in this approach and links community relations to broader contexts of policy developments in Northern Ireland.     

Some attitudinal aspects of foreign language learning in northern Ireland: Focus on gender and religious affiliation

Abstract

This paper discusses some aspects of foreign language learning within the divided school system of Northern Ireland. It is argued that an improvement of foreign language learning must be seen in a socio‐cultural context whereby a change in attitudes to languages in general, including Irish, may lead not only to a balanced interest among girls and boys in the language classroom, but also to a more tolerant approach to the cultural differences among the Catholic and Protestant communities.     

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.     

Sixth form religion in Northern Ireland: the Protestant profile 1968–1998

The aim of the present study was to build on John Greer’s systematic set of studies concerned with teenage beliefs and values conducted among samples of sixth form students attending County and Protestant voluntary schools in Northern Ireland in 1968, 1978 and 1988. The present study replicated the earlier surveys for a further time in 1998. The results provide a unique snapshot of the persistence of religious affiliation, belief and practice across the latter part of the twentieth century in a nation which has continued to resist the secularisation process so eroding the place of religion in the neighbouring nations of England, Wales and Scotland.     

The integrated school in a conflict society: a comparative analysis of two integrated primary schools in Northern Ireland

The purpose of this paper is to compare the approach to promoting positive relationships between Catholics and Protestants in two types of integrated primary school in Northern Ireland. Drawing on qualitative interviews with teachers, governors and parents in one transforming school and one grant maintained integrated school, i.e. one representative of each of the two types, the paper shows that whilst there are distinctions in the ways that the schools promote their image and ethos, the ‘lived reality’ of the schools, as reported by the research participants, is almost indistinguishable. The paper suggests that both schools tend not to refer to or explore cultural difference and that this tendency to ‘minimise difference’ seems to have the potential to silence school members who do wish to explore their own and other cultures. It is argued that such practices are likely to impede rather than facilitate the progress of good inter‐community relations.     

试析爱尔兰问题的渊源

分析并阐迷17世纪40年代之前的爱尔兰状况,英国资产阶级革命时期爱尔兰人民的抗英斗争,18世纪爱尔兰状况三个问题,探究爱尔兰问题的渊源。     

Learning ‘Peace Talk’ in Northern Ireland: Peer Mediation and Some Conceptual Issues Concerning Experiential Social Education

Experiential learning is often seen as a central component of social education and pastoral programmes such as peer mediation; but the precise nature of experience as an educational, social and pedagogic/cultural process in schools is complex. This paper uses the notion of experiential learning to explore the impact of a peer mediation programme in a transforming integrated school in Northern Ireland. The programme was intended to mainstream the involvement of pupils in the process of creating a more integrated school ethos and was implemented by youth workers working as members of the school staff.

The paper begins with a review of the theoretical basis of experience as educational. This is followed by an interpretative review of the results of a survey of pupils' attitudes to peer mediation and semi-structured interviews with pupils and school and project staff about their perception of the impact of the programme on ideas of social learning. One issue is the extent to which developing pupils' capacity for interactive dialogue can be seen as an experiential process, like learning a foreign language – hence ‘peace talk’. Another is the process by which the perception of peer mediation training as ‘experiential’ constituted an enabling ‘pedagogic discourse’ which legitimized the programme for teachers and affirmed its beneficial impact on pupils.