试论白族密宗阿吒力教在保山香童戏中的遗迹

保山香童戏,从功用、庙坛组织的形式和神祇的崇奉内容看,都与白族佛教密宗阿吒力有相似、相通的关系,且史实证明,唐至元代,保山占支配地位的主体民族是白族,占支配地位的宗教是白族佛教密宗阿吒力教,因此,我们有证据说,白族佛教密宗阿吒力教对保山香童戏有着较为深刻的影响。     

Valuing Science: A Turkish–American comparison

A problem that is still unexplored in the field of socioscientific issues (SSI) and that was explored in this study is how different students decide upon a SSI they are discussing, how their justifications change during the instruction and how they use (or not) the evidence from the learning environment to support their justifications. For the purposes of this study, two classes (12–13-year-old students) with diverse characteristics were selected from two different schools in the UK. Class A students, considered high achievers come from a white-British background. Class B students considered average achievers come from an Asian British background. The students engaged in discussions regarding a SSI (Should we kill the grey squirrel to save the red?), supported by an online learning environment. Students’ written arguments, classroom discussions, and classroom observations were collected and analysed. The findings suggest that even though the two classes engaged with the same learning environment, the decisions and justifications provided by the pairs in the two classes were quite distinct. The students used the evidence from the learning environment in ways which supported their decision, and tended to ignore evidence if these contradicted their decision. Furthermore, students’ justifications support the hypothesis that their decision was based on whether they identified with the actors of the issue. Implications for research include exploring how students identify with the actors of a SSI to enable us to support them overcoming their personal narratives and becoming critical evaluators of scientific knowledge.     

Just men? Towards the education of men for gender justice in a context of religiously legitimised patriarchy: A South African case study

This paper explores the education of men for gender justice in a context of religiously legitimised patriarchy, through a case study of a Catholic theological institute in South Africa. It draws on interviews with students and staff and participant observation conducted during a pilot study in 2011. The data highlight ideological justifications and internal norms which both support and oppose women's subjugation. The contestation of gender justice is seen in practice in both resistance and an emergent insider advocacy. Finally transformative examples of education for gender justice are described. The potential for such education is thus underlined.     

20世纪以来白族佛教密宗阿吒力教派研究综述

南诏时期佛教密宗传入云南大理地区,与当地的土著宗教从斗争到适应,并吸收融合了儒学、道教、藏传佛教、汉传佛教等多种文化养分,形成了密宗新教派——阿吒力教。阿吒力教作为一个独具特色的密宗教派,至今已有一千多年的历史,它对云南政治、经济、文化等方面产生了较大影响。20世纪以来引起了国内外学者的广泛关注,研究成果颇多。对阿吒力教研究动态进行综述,以便大家更全面地认识阿吒力教研究现状,并开创性地搞好今后的研究工作。     

道安——佛教民族化的重要奠基人——纪念道安大师诞辰1700周年

中华民族拥有悠久灿烂的文化,一代又一代地滋润着中华儿女自强不息的进取精神和拼搏创新的生命活力。在中华民族文化的形成和发展过程中,既包容吸收了中国境内各民族丰富多彩的文化,也吸收了来自外国各民族的优秀文化。回顾历史,在构成中华民族文化的基础和主体的传统文化之中,儒、释、道三家通过相互比较、吸收和融通,曾不断地充实和丰富了民族文化的内涵,推动民族文化与时俱进,向前发展。     

中国现代隐逸文学的表现形态

中国现代隐逸文学是中国隐逸文学的一个组成部分。笔者总结出了五种表现形态：隐于自然;隐于宗教;隐于书斋;隐于酒色;隐于死亡,并分别选取了代表性作家进行阐释。     

灵魂的探索——艾米莉·狄金森的宗教诗歌解读

狄金森对宗教的态度极为矛盾。她不怀疑上帝的存在,却又对上帝极尽嘲讽;她拒绝皈依基督教,却又为自己冒犯上帝而具有一种负罪感。对于宗教,狄金森在信与不信之间徘徊,经过苦苦探索,最终形成了独有的个人信仰一人间即是天堂。     

The religious world in Chinese social studies textbooks

ABSTRACT

The purpose of this study is to explore the representation and interpretation of the religious world in Chinese social studies textbooks. The data cover six major subjects at both primary and secondary levels. The findings indicate that although the Constitution of the People’s Republic of China mandates a separation of religion and education, Chinese textbooks introduce students to a variety of religious traditions. These traditions are either presented as independent learning units or integrated with textbook content across subjects. Three discursive frames are used to categorise the information selected to represent religion and its interpretation in the discourse of Chinese curriculum texts: a de-mystification frame (deconstructing the mystery of religion and presenting a secular understanding of the religious world); a de-modernisation frame (representing religion as associated with pre-modernity); and a science/humanities frame (comprising two lenses for interpreting religion). The findings of the study suggest that although the framing of religion in China’s social studies curriculum reflects the state’s secularisation agenda, it also leaves space for further exploration of the meaning of religion.     

苗族芦笙文化三论

芦笙与苗族人民的生产生活有着密切的联系。芦笙伴随着苗族迁徙,芦笙是苗族信仰活动中不可缺少的一部分,芦笙是苗族民族文化精神的象征。