论韩愈的宗教信仰

韩愈的宗教信仰问题是一个千年悬案。从大量的史料来看，韩愈不信佛道，也不信西方传来的新教，而信仰中国固有的原始宗教。韩愈选择原始宗教信仰具有其积极的儒家伦理意义。     

论张栻的德治思想

与朱熹,吕祖廉并称为“东南三贤”的张Shi以宋代理义之学为基础,提出了完整的政治思想,他以理义之学作业治理天下的理论根据,主张实行德治要正君心,要给人民休养生息的权力,要以德为本,以刑为辅。深入研究张Shi的德治思想对我们当今推进以德治国具有一定的启示作用。     

试述《聊斋志异》中的女性自主意识

《聊斋志异》中的部分女性与以往中国古代文学中的女性形象有较大区别,主要表现在物质、精神、 贞操方面的主观意志和能动选择上,有了突出的女性自主意识。这些女性虽有不同的性格和生活经历,但共 同之处在于对传统的封建纲常进行了颠覆,反映了当时的社会思潮,是对中国女性怎样找到自我、定位自我 的初期探索。     

远古神话与民族文化精神——现代视野下中国神话和希腊神话之比较

中国神话和希腊神话作为两个伟大民族的文化发源和民族精神的深沉积淀,表现出不同的文化特征。本文从中希神话的流变、神人形象、对神的态度以及神话体现的民族心理和民族精神等方面进行比较研究,探究其导致中西文化和文学异同的成因。     

从"求诸己"看孟子的伦理倾向

在孟子的思想论体系中,"求诸己"有着丰富的内涵.也正是通过"求诸己"的多层理论意蕴,才凸显了孟子伦理倾向的典型性特征.孟子内倾型的伦理思想得失兼存,之于当今的道德建设是有借鉴价值和启迪意义的.     

"法治"与"德治"并重

本从贯彻落实《公民道德建设实施纲要》的战略高度，以辩证唯物主义和历史唯物主义的哲学理念，深刻辨析了在当今的中国社会，我们不但要建立与社会主义市场经济相适应的法律体系，而且还要建立与社会主义市场经济相适应的思想道德体系；明确阐述了“法治”与“德治”两并重、“依法治国”与“以德治国”相辅相成的相互关系。     

Virtues of Mentors and Mentees in the Finnish Model of Teachers’ Peer-group Mentoring

ABSTRACT

This study investigated participants’ conceptions of the ideal mentor and mentee in the Finnish model of peer-group mentoring (PGM). Existing mentoring research emphasises dyadic practices, yet there is a lack of investigation of participants’ roles in group mentoring. The main concepts of this inquiry were dispositions (habitus) and virtues drawing on the theory of practice architectures and Aristotelian virtue philosophy. Methodologically, the study can be identified as philosophical-empirical inquiry that utilises a narrative and hermeneutical approach to analyse qualitative data from 30 respondents. As its central finding, the study identified a set of core characteristics that describe the virtues and vices of a mentor and mentee based on the participants’ views. Overall, these characteristics reflected ideas of relatings (peerness, equality), proactive and reactive participation, and presence in the group. Characteristics focused on the social aspect of dispositions in peer-group mentoring.     

论推进“以德治校”的路径选择

在高校落实“以德治国”的治国方略，必须在坚持“依法治校”的前提下，全面贯彻“德治为本”的指导思想。从师德建设和学生德育两方面入手，推进以德治校。加强师德建设，发挥师德的示范、辐射和教化作用，融德育于各项教育教学活动之中，培养德才兼备的建设和接班人。要实行以德治校，还要处理好德育与智育的关系、完善道德评价机制与优化道德环境的关系、以德治校和依法治校的关系。     

论盘古神话的自然生态伦理价值

在盘古神话中,沉淀着先秦以来中国文化对自然的五大基本伦理观念.这些观念的产生,不仅凝结着先秦以来中华民族对自然的认识、思考和体验,更是一种对人与自然关系的诗意的描述和深入的情感体验,同时,还是一种对人与自然关系的历史经验和直观经验的形象概括.这些观念不仅决定了中国文化在处理人与自然关系上的基本态度和基本思想,而且深刻地影响了中国文化发展的基本走向和中国文化的基本特性.     

Foucault’s ethical self-formation and David’s articulation of a creative self

Abstract

Much has been written about creativity in education policy and about how the concept is mediated in institutions like schools and universities. Although constructs like ‘creative teachers’ and ‘teachers that foster creativity’ are highly prevalent in the literature, there are few situated and contextualised accounts of what such constructs mean to the protagonist. The extent to which teachers co-opt or align themselves with discourses of creativity can be recast as a question of identity: What beliefs on creativity and associated practices are constitutive of one’s ‘teacher identity?’ This article draws on previous work that translates Foucault’s writings on ethical self-formation into an ‘identity grid’, and foregrounds the experiences of one teaching deputy-principal, to offer an account of how one teacher pursues particular practices congruent with his visions of a creative teacher. To identify rationales for actions undertaken, and to engage with situational factors of this teacher’s work, performativity and its problematic steering influences also informs this analysis. The article highlights the productive capacity of engagement with ethical self-formation, through identifying the potential it offers to access an individual-centric perspective in understanding how central concepts like creativity are negotiated and incorporated into accounts of the ‘teaching self’.