马克思主义宗教观教育的新视角

马克思主义宗教观教育是马克思主义信仰教育的重要组成部分。当代马克思主义宗教观教育的重点是马克思主义宗教理论的普及。同时,要通过马克思主义宗教观教育,彰显中华文化,注重精神信念的塑造,实现马克思主义宗教观教育的与时俱进。     

Understanding ‘religious understanding’ in religious education

This paper takes as its starting point, one of the explicit aims of religious education in England, namely, the development of students’ religious understanding. It shows how curriculum documentation, whilst stating that religious understanding is an aim of religious education fails to clearly outline what is meant by it. This paper draws upon long-standing and ongoing debates in the field and suggests that religious understanding may be best conceived as a spectrum of understanding. Approached in this way, religious understanding becomes not an all or nothing affair, but a lens through which the student of religion may regard the beliefs and practices before them. Finally, the paper proposes an interpretation of religious understanding, which focuses on the soteriological dimension of religion, thus providing the student with a particularly religious lens to understand religious traditions in religious education and concludes by outlining what such an approach might look like in practice.     

The nature and role of religious studies at the University of Zambia: 1985–2005

The place of religion in higher education has been and remains a complex issue internationally. This article aims to outline the nature and development of Religious Studies at the University of Zambia in Lusaka (UNZA) as an instance of how religion entered higher education in an African setting. In doing so, it will also provide perspectives on the method that has been adopted in the study of religion and religious education and will highlight elements of the role which these disciplines strive to play at UNZA.     

‘We have our own religion’: a pupil perspective on minority religion and ethics instruction in Finland

The Finnish system of religious education offers instruction in the pupil’s own religion or in ethics throughout comprehensive school. By taking the pupil’s background as a basis for instruction, this system aims at promoting equality and integration with respect to religion and one’s worldview. However, there has been little knowledge about how the system of instruction is experienced by pupils themselves and how it affects pupil’s identities at school. This study illuminates through a participant observation study in grades 1–6 how pupils in five minority instruction groups experience their classes and perceive themselves in relation to other pupils in school. The study shows how working in small groups represents an important element in pupils’ experiences. Pupils generally experienced participation in instruction as positive and fun, but age integration, organisation of schedules and classrooms were also important concerns. Even if pupils were content about having their own instruction group, feelings of otherness and a negative sense of difference in relation to the majority of pupils were found particularly among pupils of religion.     

An alternative reading of modern religious education in England and Wales

This paper challenges the overly positive image of the contribution made by religious education in England and Wales to the attainment of liberal educational aims that was recently presented in this journal, in the context of a review symposium on a festschrift celebrating the work and achievements of the influential British religious educator, Professor John Hull. An alternative reading is pursued that provides a more accurate and fair interpretation of the evidence. There is a discussion of the ideological character of British religious education and a consideration of the reasons why assertions of its ‘success’ by religious educators are currently so vocal. Critical attention is focused on two particular issues over which the influence of Hull on contemporary policy and practice is acknowledged: that of his dismissal of the accusation that multi‐faith religious education confuses pupils, and that of current strategies in religious education to promote inter‐religious and intercultural understanding.     

英国的宗教教育对我国道德教育的启示

英国的宗教教育影响深远,可以说是英国道德教育成功的典范。分析了英国宗教教育的特点,结合我国的道德教育,从而得出四点启示：我国道德教育在理念上,要更注重对人的精神关怀;在道德教育的方式和途径上,要灵活多样;在道德教育的内容上要强化信仰、与时俱进、结合传统;在道德教育的时效上,要强调道德践履。     

Hindu,Muslim and Sikh religious education teachers’ use of personal life knowledge: the relationship between biographies,professional beliefs and practice

The article reports the findings of a qualitative study of Hindu, Muslim and Sikh teachers of religious education and the relationship between their biographies, professional beliefs and use of personal life knowledge in English, secondary school classrooms. This relationship was explored through a study of five beginning teachers and provided evidence of the role that their personal knowledge played in enabling them to support the learning of pupils in white majority and Muslim majority state schools. It also indicated the need for teacher education courses to provide opportunities for teachers to explore the relationship between their personal and professional lives and the potential dilemmas and dangers of sharing their personal knowledge and experiences with pupils. In the context of international concern to identify criteria for selecting beginning teachers, the article highlights the importance of initiatives aimed at increasing the ethnic/religious diversity of the teaching force.     

试论新时期宗教政策的宣传

章论述了新时期宗教政策宣传的重点,江泽民同志在宗教问题上提出的“三句话”对新时期宗教政策宣传的指导意义,如何完整而准确地宣传“三句话”精神以及如何使宣传“三句话”和宣传“四个维护”紧密结合。     

The “Logos” Bible Study: An Experience of Building a Model of Effective Religious Education in the 21st Century

Abstract

New models for prison ministry are crucial during the current era of mass incarceration in America—a time when the potential reach of prison ministries can grow as the population of incarcerated individuals grows. In this article, I lift up one prison ministry in New Jersey as an example of how Christian evangelicals who are engaged in traditional prison ministry can bravely open their minds and hearts to models of religious education that go beyond individual conversion toward communal transformation.     

宗教教育与20世纪中国文化现代化

北洋时期的宗教教育事业有了很大的进步,在全国教育事业中占有举足轻重的地位,成为国民教育的一个重要组成部分．北洋军阀统治下的中国社会、政治、文化等诸领域都发生急剧的变动,作为历史存在——宗教教育也给予了巨大的影响和作用于这一时期社会生活的各个领域,特别是20世纪中国文化走向现代化的历史进程。