教师改变:另一种可能

教师改变包含着诸多维度,长期以来,学界对教师信念改变与教师行为改变的关系,两者的变化与学生学业变化之间的关系问题存有争论。本文认为对此问题的分析应有一个全新的思路,从相互作用的角度来理解教师改变的路径所以常给我们新的发现。     

中国传统婚俗中的月经禁忌与民间信仰

中国民间在择定新婚日期时,除了考虑选择所谓的“黄道吉日”外,还要注意避开女方的经期。迎亲的大喜日子如正逢新娘月经来潮,就会认为给男家带来了晦气,要倒大霉,必须举行相关仪式禳解。新娘之外的妇女在月经期间也不能出现在别的婚礼场合,否则会影响新人婚后的幸福。这些传统婚俗中的月经禁忌和迷信思想固然都是无稽之谈,但其中也包含着一些保障妇女身体健康的科学成分。     

论和谐社会与个体道德信念

和谐社会是一个道德社会。和谐是个体道德信念的重要内涵和应有之义,也是人们追求的理想目标。通过分析个体道德信念与和谐社会的关系,提出确立个体和谐道德信念的方法和途经。     

试论当前社会转型中的信仰危机与重建

历史的变迁,社会的转型必然会带来程度不同的信仰危机,信仰危机是社会转型时期客观存在的精神现象,只有大力发展社会生产力,建设好有中国特色的社会主义,努力提高人民群众的生活水平,加强对公众的信仰教育,才能从根本上解决当前中国社会的信仰重建问题。     

幼儿心理理论的发展及其教育对策

心理理论的发展是幼儿社会认知发展的重要方面。文章对幼儿心理理论的发展进行了理论梳理,简要介绍了心理理论的概念、研究方法、发展的阶段以及理论解释,并在此基础上提出了提高幼儿心理理论发展水平的教育对策。     

当前我国民众法律信仰缺失的原因及对策

人治走向法治是人类文明的演进。当前我国的社会主义现代化建设迫切需要“法治”,呼唤一整套法律制度的建设。而法治的关键在于民众心中怀有对法律的信仰。在当今中国,人们心中的法律信仰尚不完善。笔者试图从中外比较、历史和现状分析等层面较为全面、系统地探索当前我国民众法律信仰缺失的原因。     

对新时期大学生信仰问题的探析

信仰问题是人的精神世界的核心问题，也是制约人生观成熟发展的一个关键因素。面对我国目前信仰状况的严峻形势，作者提出了加强和改进大学生的信仰教育，为大学生确立马克思主义信仰创造良好的历史条件和社会环境。     

论信仰教育

在德育过程中影响人的德育行为的决定性因素是道德意志 ,而对道德意志起直接推动作用的精神因素是信仰。信仰主要有促进情感的激化、意志的推动和知行的统一三种功能 ,在学校德育过程中必须开展信仰教育     

Religious education in Russia: factors of non-religious parents’ choice

ABSTRACT

It was in 2012, when in Russian schools the subject ‘Fundamentals of Religious Cultures and Secular Ethics’ was introduced. Parents of students are given the opportunity to choose from six different modules. Among the modules there are ‘Fundamentals of Orthodox Culture’, ‘Fundamentals of Islamic Culture’, ‘Fundamentals of Jewish Culture’, ‘Fundamentals of Buddhist Culture’, ‘Fundamentals of World Religious Cultures’, ‘Fundamentals of Secular Ethics’. However, the parents’ choice is due to a variety of objective and subjective factors. The purpose of this paper is to elicit the degree of influence of four factors on the choice of modules within the course of ‘Fundamentals of Religious Cultures and Secular Ethics.’ To study the case, a polyethnic region of Russia – the Republic of Bashkortostan, has been chosen. In this paper, the influence of four factors will be gradually revealed: the ethnic factor, the religious factor, the urban factor, and the factor of the educational environment. Studying the influence of factors determining the choice of modules demonstrates that the choice of modules is a compromise of many parties of interest: parents, students, teachers, clergy, and educational institutions.     

Teaching critical thinking: The struggle against dogmatism*

Abstract

From a Wittgensteinian point of view, my goal is to argue against the idea that teaching critical thinking should have as one of its aims the possibility of changing or adapting our deeply held beliefs. As pointed out by the Austrian philosopher in On Certainty, we have a world-picture which is neither true nor false, but above all, ‘it is the substratum of all my enquiring and asserting’ (OC, §162). Besides that, in his remarks on Frazer’s Golden Bough, Wittgenstein insists on the idea that different communities have their own rituals that express ways of acting, which become crystallized in their customs and institutions, similar to the magical rituals described by Frazer. The degree of similarity among them is greater than we suspect, and what interested Wittgenstein was to understand how we see things by looking for the links between the various ritualistic events. Based on these remarks, I argue that, if our deeply held beliefs are a source of necessity, instead of aiming to change/adapt them, teaching critical thinking should—by showing the links between diverse cultures—essentially avoid employing them in a dogmatic way, since our own deeply held beliefs could have been different ones.