试论宗教的多元、对话与和谐

宗教存在是社会最具普遍性的现象,其缘由之一,乃是因为宗教是社会结构之必须.而在现代社会,宗教多元的并存已是一个不争的事实,是社会之常态,多元宗教的和谐并存是和谐社会的保障,如果说对话是达到这一目标的有效途径,那么,宗教的社会关怀则是多元宗教进入社会公共空间的共同途径.     

Lost in Translation: On the Untranslatable and its Ethical Implications for Religious Pluralism

In recent years, there have been reports about increased religious discrimination in schools. As a way of acknowledging the importance of religion and faith communities in the public sphere and to propose a solution to the exclusion of religious citizens, the political philosopher Jürgen Habermas suggests an act of translation for which both secular and religious citizens are mutually responsible. What gets lost in Habermas's translation, this paper argues, is the condition that makes translation both necessary and (im)possible. Drawing on Walter Benjamin's notion of the mysterious untranslatable and the task of the translator, the paper approaches translation as an ethical process involving risk, asymmetry and uncertainty. Not knowing where this risk will lead, the paper takes the ethical ambivalence at play in Jacques Derrida's notion of the untranslatable and explores this in relation to religious difference in education. It argues that the untranslatable needs to be acknowledged in terms of a respect for difference and a limit to narration, if students with religious convictions are not to be further violated in schools.     

The Latin American professoriate: Progress and prospects

The article describes the traditional image of the Latin American university professor and focuses on the effects that the movement toward a full-time professoriate and other changes have had on the recruitment patterns, morale and scholarly productivity of contemporary academics in Colombia and Argentina.The analysis shows that the attempts to reform the professorial system have been partially successful, but have also produced unintended and unanticipated consequences which must be attended to if the high expectations held for members of the academic profession in Latin America are to be fulfilled.The views expressed in this article are those of the author and do not necessarily represent those of the Inter-American Development Bank.     

解读费尔巴哈宗教批判维度--人本学对宗教神学的颠覆

费尔巴哈对宗教神学的揭露和批判是其哲学思想的重要组成部分,以人本主义为中心,论述了宗教产生的基础及其本质。在批判宗教神学中逐渐形成了人本学思想,人本学则成为其宗教批判的核心,并在此基础上得出结论：新哲学的建立必须“将神学变为人本学”。费尔巴哈的人本学思想具有划时代意义,但也存在着历史的局限性。     

The Religious Roots of Ernest L. Boyer's Educational Vision: A Theology of Public Pietism

The educational theories and policies promoted by Ernest L. Boyer (1928–1995), who served as chancellor of the SUNY system, U.S. Commissioner (Secretary) of Education, and president of the Carnegie Foundation for the Advancement of Teaching, were significantly influenced by his affiliations with the Brethren in Christ Church and the Society of Friends (Quakers) even though he rarely spoke about his faith publicly. Drawing on Anabaptist, pietistic, and apophatic (silence-oriented) theological traditions, Boyer's public career demonstrated a service-focused convictional theology that could be termed “public pietism.” Boyer's educational philosophy focused on human connectedness and called for all citizens to be active participants in improving their communities by living out nonsectarian “consensus virtues.” While Boyer was a strong proponent of the separation of church and state, his public service was imbued with deeply held Christian values.     

Popular education: The Latin American experience

The author discusses the theory and practice of popular education in Latin America, seen as an alternative model for social change at the popular level, rather than simply an educational method. The development of popular education is located in the context of the political-economic history of Latin America, and the consequences of this for the peasantry and the working class. The author presents the defining characteristics of popular education, together with its main tendencies, both negative and positive.

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Zusammenfassung Der Verfasser behandelt Theorie und Praxis der Volksbildung in Lateinamerika, die eher als ein alternatives Modell zur gesellschaftlichen Veränderung auf allgemeiner Ebene als eine reine Bildungsmethode verstanden wird. Die Entwicklung der Volksbildung wird im Zusammenhang mit der politisch-wirtschaftlichen Geschichte Lateinamerikas und deren Auswirkung auf den Bauern-stand und die Arbeiterklasse angesehen. Der Verfasser stellt die genau umrissenen Charakteristiken der Volksbildung mit ihren sowohl negativen als auch positiven Hauptströmungen vor.

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Résumé L'auteur analyse la théorie et la pratique de l'éducation populaire qui est perçue en Amérique Latine plus comme un modèle alternatif de changement social au niveau populaire, qu'un simple méthode éducative. Le développement de l'éducation populaire est à placer dans le contexte de l'histoire politico-economique de l'Amérique Latine et de ses conséquences pour la paysannerie et la classe des travailleurs. L'auteur dégage les caractéristiques essentielles de l'éducation populaire en même temps que ses principales tendances aussi bien négatives que positives.

     

School and teacher performance incentives: The Latin American experience

This paper discusses performance evaluation and the introduction of incentives into education in Latin America from an analytical and methodological perspective. The aim is to describe ongoing strategies and learn from practical experiences in this field. The cases analyzed reveal that school-level evaluations and collective incentives adapt better to the characteristics of the educational process and the potential for teamwork, while individual evaluations pose some difficulties. Several evaluation systems currently in use emphasize educational inputs and, in some cases, mainly compliance with rules and procedures, irrespective of education results (output). If the factors considered in assessing school performance do not correlate well with educational achievement, the incentives vanish. Hence, the importance of emphasizing output and ensuring that if measures are included for inputs and processes, these must line up with educational achievement.     

拉美进口替代战略的实施、问题和启示

上世纪80年代,拉美国家在实施了半个多世纪进口替代战略之后出现了全面经济危机。这场危机的主要原因是拉美国家普遍没有对进口替代战略形成一个科学的认识,导致了实施过程出现了许多政策性失误。进口替代战略在拉美的兴衰史,为发展中国家如何正确制定现代化战略提供了一部具有现实意义的教材。     

魔幻的《红楼梦》与拉美的魔幻现实主义

20世纪中叶以来拉美魔幻现实主义文学蜚声全世界,作家作品众多、理论构架完整,造成了拉丁美洲文学的空前繁荣,其魔幻现实主义表现手法的运用给小说的创作带来了革命性的变化。而比它早两百多年的曹雪芹却在其作品《红楼梦》中已娴熟地运用了魔幻现实主义的袁现手法。     

Motivation of Faculty Members at a Latin American University: A Case Study

The purpose of this study is to analyze the kind of motivation in academia at a university in Argentina, taken as an example of a Latin American country. The study used a questionnaire containing the same 37 attitudinal statements that At-Twaijri et al. used recently for a large university in the Arabian Gulf. Motivators in both universities are compared. Despite being two very different academic cultures, there are analogies between the responses of lecturers: financial rewards are the least motivator in both cases; the most important items affecting the university professors’ motivation deal with the internal reward along with a feeling of accomplishment in the Argentine, and self-achievement and social respect in the Arabian Gulf. This paper also serves to make the international academic community aware of the Spanish ‘Intercampus’ programme. This programme allows the interchange of a significant number of students and professors between universities of Spain and the Latin American community.     

土族宗教文化的多元性及其变迁原因分析

以宗教文化为主要内容的土族文化在一定社会环境和社会文化背景当中,因受社会因素的影响和制约而进行着变迁并呈现出多元化的现象.本文通过对土族宗教文化多元性及其变迁原因的分析,进一步揭示土族宗教文化的特殊性.     

宗教时间与哲学时间:从柏拉图宇宙生命论到舍勒现象学神学

柏拉图的两种永恒之分提示着两个基本时间视域:一是原本的永恒作为时间总体所显现的神学时间视域,一是时间总体性的绵延作为时间现在成像的哲学时间视域。亚里士多德从柏拉图引出纯粹哲学的物理时间。奥古斯丁则力图以心灵时间取代物理时间,来复归柏拉图的神学视野。舍勒的现象学神学从生命出发,在奥古斯丁基础上提出"位"的"永生",通过"位格"这一人神共有之物,弥合了世俗哲学与信仰神学。     

Pedagogy of a Latin American Festival

Engaging and investigating the cultural production and practice of social groups and organizations that make claims of collective knowledge, democratic values, and social memories around the coordinates of difference, diversity, and representation are consistent with an expansion of postmodern scholarship on public pedagogies and citizen participation. These social groups and organizations often negotiate, carve out, and rework cultural spaces that create and sustain ritual performances of community and identity. This article is an ethnographic exploration of one such organization, which in light of recent and increasing demographic and socioeconomic shifts of Latino immigrants fleeing to resettle in the American South, has organized an annual Latin American festival. The researcher-author traces and interrogates not only the cultural images and knowledge produced by the organization in the process of planning and performing the Latin American festival, but also the complexity, dilemmas, and complicity that arise in subsequent ethnographic portrayal and academic text-making practice.