菲律宾民族发展特征的历史考察

菲律宾的民族起源和民族发展与东南亚和东亚民族发展有紧密的联系,但同时又显露出与这个区域其他民族文化的一定区别;与其他亚洲相邻的国家相比,菲律宾民族在发展中很大程度上受到欧洲和美洲殖民者文化的影响,但这些并没有深刻地影响到菲律宾民族的独具风格的文化的本质;不能否认宗教（如基督教和伊斯兰教）的因素在菲律宾民族形成过程中所起的重要作用;菲律宾人是民族文化融合的典型例子;必须注意到华人在菲律宾民族形成过程中所起的作用;现代菲律宾民族正在向形成一个统一民族的道路上逐渐推进。     

马克思恩格斯关于宗教与教育基本关系的探析

中世纪及早期资本主义阶段的欧洲,教会控制世俗精神文化领域,教育依附和服务于宗教.马克思和恩格斯认为这种状况具有极大的社会危害性,他们对宗教和教育都做过诸多论述,关于宗教与教育的关系也提出了自己的基本原则,即实现宗教信仰自由,宗教与国家、宗教与教育相分离.这一观点对于现代教育的发展,以及各国正确处理国家与宗教、宗教与民族教育的关系具有深远的影响.     

多元文化国家的多样性及公民教育

世界各国的种族、民族、文化、语言和宗教的多样性随着新移民的到来不断丰富。这也给公民身份和公民教育这两个概念带来了新的挑战。此研究指出民族国家(nation-states)建构既能适应新人口群体又能保证国家统一之新理念的必要性。文化多元的民族国家需要在统一性和多样性中寻找平衡点。同时,文章还介绍了民族、文化、语言和宗教多样性给公民身份带来的挑战,并强调应该通过改革公民教育使学生不仅能同时具有明显的文化、国家、地区和全球身份,还能获得参与到公民生活中所需的知识与技能。     

菲律宾价值观教育探析

菲律宾的价值观教育主要包括个体人格教育、社会公德教育、公民教育和宗教教育四大内容,在德育空间的建构和组织及教学方法的使用上,菲律宾的价值观教育有其可取之处。但受西方价值模式的影响,菲律宾的价值观教育存在重方法论而轻世界观、对西方文化和教育模式极为依赖等问题。     

宗教文化对大学生理想信念教育的影响及对策——以韶关学院学生为研究对象

多元文化背景下大学生理想信念教育问题是一个复杂而常新的课题。宗教文化作为多元文化的一部分,对我们进行大学生的社会主义、马克思主义的理想信念教育有一定的影响。大学生是国家的未来、民族的希望,研究宗教文化对他们理想信念教育的影响,从而加强对他们进行理想信念教育,对我国的长治久安有重要的现实意义和长远的历史意义。     

多元文化国家的多样性及公民教育

世界各国的种族、民族、文化、语言和宗教的多样性随着新移民的到来不断丰富.这也给公民身份和公民教育这两个概念带来了新的挑战.此研究指出民族国家(nation-states)建构既能适应新人口群体又能保证国家统一之新理念的必要性.文化多元的民族国家需要在统一性和多样性中寻找平衡点.同时,文章还介绍了民族、文化、语言和宗教多样性给公民身份带来的挑战,并强调应该通过改革公民教育使学生不仅能同时具有明显的文化、国家、地区和全球身份,还能获得参与到公民生活申所需的知识与技能.     

高等教育国际化与跨文化交际中的国家文化安全问题

高等教育国际化是21世纪高等教育发展的必然趋势。跨文化交际是高等教育国际化过程中不同国家、民族、宗教之间进行文化联系的最基本的形式。由于不同国家、民族、宗教之间的文化差异性,特别是在“文化殖民主义”操纵文化、教育话语权的不平等国际格局下,在高等教育国际化过程中,存在着国家的文化安全问题。对国民特别是青年大学生进行国家文化安全教育刻不容缓。     

新加坡道德教育对我国的启示

正新加坡是中国以外唯一以华人社群为主的国家,也是在国外保留中国传统文化最完整的国家之一,本国除了华人外,还有其他民族,如马来族、印度族。在宗教上,存在五种主要宗教:佛教、道教、伊斯兰教、印度教、基督教。这就形成了多元文化、多元宗教,因而新加坡从建国后实行多元文化政策,而不实行单一文化和种族政策,通过教育确保国民的团结。这也是在短短的三十年里,新加坡就成为亚洲"四小龙"之一、成为亚洲"最适合居住"国家的重要原因。当然取得这样成就的原因很多,     

论影响印度道德教育的宗教因素

印度是世俗国家,政教分离。但是,印度同时也是一个多宗教国家,宗教作为一种社会意识形态,与印度民族的生存和精神文明的发展息息相关,尤其在道德教育方面更是渗透着宗教的因素。本文从道德教育中渗透宗教因素的原因、宗教对道德教育影响的具体体现、进行宗教教育的方式等三方面阐述了宗教对印度道德教育的影响。     

加拿大民族教育政策演进及其新趋势

加拿大是一个由移民和土著民族（印第安人、因纽特人）组成的多民族、多宗教、多文化的国家。加拿大民族教育政策经历了由同化到多元文化再到强调同一性认同的公民教育。与此同时,加拿大的民族教育政策受到了来自理论界的批判和实践领域的质疑。加拿大民族教育政策正处在一个新的历史转型时期,在新自由主义、新保守主义与自由社会平等话语等思潮的交互式影响下趋于多元化发展。     

20世纪菲律宾的戏剧与民族主义运动初探

在20世纪菲律宾民族主义运动发展的过程中,戏剧扮演了非常重要的角色。作为菲律宾本土文化的灵魂与标杆,戏剧文化运动极大地推进了20世纪初菲律宾国内反殖民的民族主义运动,促进了菲律宾民族的形成。而在20世纪70—80年代菲律宾反压迫的第一次“人民力量”①民族民主运动中,戏剧民族主义活动更加功不可没。菲律宾戏剧文化界,以戏言志,彰显抒发着菲律宾民族政治独立与文化自主的心声,成为一个世纪来菲律宾民族文化发展道路的象征,也揭示了其民族主义发展过程中的诸多特征。     

全球化背景中菲律宾华文文学的文化取向

菲律宾处在中西文化碰撞的最前沿,菲律宾华文文学,首当其冲地体验全球化与民族文化问题带来的极度焦灼与矛盾,菲律宾华文作家,作为菲律宾人,体验与倾诉着在“两难”处境之中“菲律宾的焦虑”。作为菲律宾华人,体验与倾诉着在“两难”处境之中“菲律宾华人的焦虑”。菲律宾华文文学正是在这个意义上,在全球化与民族化的张力中趟出一条自己的路,并且,给世界华文文学增添着新质与光彩。     

发展中的菲律宾华文教育

菲律宾华文教育历经了华侨教育时期和华人教育时期,有其鼎盛和繁荣的纪录。随着菲律宾对华人的菲化,华文教育工作者落后于形势的变化,华文教育遭遇低谷。但华族是个永不言败的民族,他们从低谷中奋进,推动着华文教育的发展,使华文教育充满希望。     

Sustainable development in higher education in the Philippines: the case of Miriam College

The Philippines is one of the signatories to the historic Agenda 21 and was the first country to establish a National Council for Sustainable Development. Ten years after Rio, global society is again confronted with the question of whether sustainable development as a concept, philosophy and practice has improved the lives of peoples in different countries and cultures. This article attempts to discuss initiatives through which tertiary education has helped bring about sustainable development in the Philippines. It posits that for sustainable development to happen it must take root in the consciousness and cultures of society, a task in which education plays a very important part. The article discusses the efforts of two national networks for environmental education, the Environmental Education Network of the Philippines, Inc. (EENP) and the Philippine Association of Tertiary Level Educational Institutions in Environmental Protection and Management (PATLEPAM). Both advocate the integration of sustainable development in school curricula as well as in campus administration and organizational culture. It also examines the efforts of one institution, Miriam College, to integrate environmental education in its programs as part of its mission and commitment to produce a genuine “steward of creation”.     

REPORT OF THE INVESTIGATION OF CURRICULUM AND VOLUNTARY BIBLE STUDY IN EDUCATIONAL INSTITUTIONS

This article reviews the challenges provided by a plural condition toward doing religious education in the Philippines. The problem of Philippine religious education hinges on the fact that the growing plural condition in the educational system remains until now “un-discussed” or integrated in many schools. Not much is heard about proposing a platform of dialogue within religious education. Dialogue is more often associated with inter-faith initiatives beyond the learning environment. If religious education should be an instrument in the formation of the right Christian attitudes among the young, dialogue must be an urgent Christian agenda in Philippine religious education.     

Public higher education in the Philippines

Summary Clearly, the national government of the Philippines has decided to increase the number and comprehensiveness of its public colleges and universities. While private colleges and universities are likely to dominate higher education in the Philippines for the remainer of this century, it appears that public, tax-supported higher education will become increasingly available there. The Philippines is not a wealthy country but it is devoting a substantial portion of its national resources to public higher education. In 1983, higher education received 2.85 percent of the national budget, a figure that has been rising for years. Compared with some highly developed countries, this is not a large percentage, but for a country that has traditionally relied on private higher education, it is a major and growing investment in the public sector.While many of the better universities in the Philippines are private, many other private educational institutions are small and struggling. As their financial resources become more limited, and as less expensive, tax-supported higher education becomes increasingly available, a lot of the struggling private colleges will probably close. This process is also being hastened by actions of the government to upgrade quality, for example in the case of the many private colleges that developed after World War II. In an attempt to improve the academic quality of these marginal institutions, the Ministry of Education, Culture and Sports has been given extensive authority, and while its intrusion into private institutions has been modest by some measures, its requirements are affecting them all and will speed the demise of some. This is bound to lead to a stronger role for public higher education in the Philippines, a country that is striving diligently to improve the education and hence the quality of life of its people.The author is grateful to several officials of public and private colleges and universities whom he interviewed in the Philippines in March, 1983, and particularly to Mr. S.B. Bangug, Philippine Association of State Universities and Colleges, and Dr. Amado C. Dizon, Executive Vice President, Philippine Association of Colleges and Universities, who provided major assistance.     

A case study of reading instruction in a Philippine classroom

In this article, we describe the reading practices in a public and high-achieving 6th grade English classroom in the Philippines. By utilizing a four resources model, we discuss the different roles that students assume in this classroom. Students in this class are mainly code breakers and text users and have limited opportunities to assume the other two roles of the four resources model. This case study provides a different view of reading, specifically a view of a culture of reading wherein higher status is given to oral reading performance rather than comprehension. We describe the way a high-achieving 6th grade Philippine classroom perceives reading. Through this article, we would like to contribute to the research literature on Philippine education and increase our knowledge of reading practices as they are conceived and practised in this particular classroom.     

菲律宾选择性学习系统的发展与建构:不断实现全民教育

受教育权是人类基本的人权,是人类享受其他权利的基础,它使边缘化的成年人和儿童摆脱贫困,成为真正意义上的公民。相对其他东南亚国家而言,菲律宾政府比较重视全民教育及教育公平的问题。近年来,为进一步普及教育,菲政府将非正规教育转变成了选择性学习系统(Alternative Learning System,简称ALS),并致力于实现2015年全民教育目标和千年发展目标。     

菲律宾女子高等教育

从介绍菲律宾女子高等教育发展历史脉络的角度,参照有关数据,归纳出菲律宾女子大学的就学途径、学科和层次分布特点。从社会文化传统、经济发展和教育层次三个角度对菲律宾女子高等教育的影响因素进行探析,从中提出对我国女子高等教育的启示。     

菲律宾华文文学语言特色

从文学意象的选择,闽南方言、菲律宾语、英语、西班牙语等多种语言成分的吸收融汇以及大量“异形词”的使用等四个方面对菲律宾华文文学的语言特色进行了分析,指出菲律宾华文文学语言在保持了汉语本身所固有的民族性的同时,又具有鲜明的菲律宾色彩,肯定了菲华文学语言的独特价值。