宗教民族主义刍议

宗教民族主义是基于宗教认同基础上的民族主义。宗教的文化性,文化的宗教性,宗教的民族性,民族的宗教性以及经济发展的滞后性是其产生的根源。这种思潮在世界范围内都有影响。由于宗教民族主义作用的两重性,我们要对其作辩证的看待。     

High-stakes examination policies and transformation of the Turkish education system

This article discusses the rapid changes that have taken place in high-stakes examination policy in Turkey by situating the policy change in the larger debate around the transformation of the education system. A large body of literature has discussed ways in which policy changes in national examinations have interacted with the neoliberal and raced structures in education, thus contributing to the creation and reproduction of educational inequalities. This article contributes to this body of literature by discussing how changes in high-stakes examination systems have interacted with the neoliberal Islamization of education in Turkey and have contributed to the creation of new forms of inequalities. The article also demonstrates how the characteristics of policy change to high-stakes examinations can differ depending on the hegemonic power relations at play.     

早期伊斯兰经济思想析论

源于《古兰经》和《圣训》的早期伊斯兰经济思想,它那独具特色的内容与特征既不同于东方,亦不同于西方,深深植根于公元7世纪阿拉伯半岛的历史文化土壤之中,经过千百年积淀和嬗变,已逐渐渗透到穆斯林社会生活各个领域和层面,成为一种经济制度、生活方式、文化形态,甚至是时代特征,影响着广大穆斯林民众。     

浅议伊斯兰信用经济

伊斯兰经济思想内涵丰富,系伊斯兰重商崇商理念的重要表征。基于中正与平等理念的伊斯兰信用经济彰显了丰富的伦理内涵,但在全球金融一体化浪潮中凸显了阻滞伊斯兰社会金融发展,滞缓伊斯兰世界全球化进程的因子,凸现了宗教伦理与经济发展的二元悖论。伊斯兰教在留存其信用经济伦理内涵的同时,应依据创制精神加以阐扬,以更好地应对经济一体化。     

The extreme as the normal; binary teaching and negative identification in religious education lessons about Islam

ABSTRACT

This article examines how representations of Islam in the media influence religious education. Reporting from a case study of religious education in an upper secondary school in Norway, the article analyses the way aspects of Islam are approached and structured by ongoing media debates. Based on research into media coverage of Islam in Norway, the article argues that when teachers adopt the polarized structure of media debates, they also come to privilege the more extreme actors in their teaching. Although the debates commonly present opposing views in order to give a balanced representation of the issue, the observed lessons often revolve around the most controversial side of the debate. This happens through what is called binary teaching and negative identification. In this way, lessons aimed at nuancing what is seen as biased media coverage of Islam, favouring controversial issues and extremism, may come to revolve around these same issues. The article claims that religious education in some instances reinforces the strong focus on controversial issues prominent in media coverage, confirming the ‘normality’ of extremism in Islam.     

冲突与融合:伊斯兰教初传新疆的文化考察

伊斯兰教最早是在喀喇汗王朝时期大规模地传入新疆的,古代新疆的多宗教并存格局和喀喇汗王朝当时的政治环境都为伊斯兰教的传播提供了有利的条件。喀喇汗王朝时期的文学作品的语言、写作方式和内容都反映出伊斯兰文化和当地居民原有文化的冲突与融合,正是这些文学作品呈现出来的文化碰撞、交融痕迹见证了新疆伊斯兰教独特体系的形成过程。     

瓦哈比主义对沙特阿拉伯国民价值观的影响

作为近代伊斯兰教复兴思潮和运动的先驱,瓦哈比派思想在伊斯兰世界具有广泛的影响。而在沙特阿拉伯王国,瓦哈比主义更是成为国家实现统一、维护王权的精神武器。瓦哈比主义思想深入到沙特国民日常生活的方方面面,更深刻地影响着沙特国民的价值观。     

阿富汗伊斯兰抵抗运动初探

20世纪后半期阿富汗圣战者反对本国世俗政府和外来侵略的伊斯兰抵抗运动是当代伊斯兰复兴浪潮中的重要事件,它起源于50、60年代原教旨主义的勃兴,苏联入侵以后大规模发展起来,分裂与统一并存成为其最显著的特点,在抵抗运动的影响下,阿富汗传统社会发生了新的变迁,在一定程度上达到了伊斯兰复兴主义者抵抗运动的初衷。     

Education and social change in post-conflict and post-disaster Aceh,Indonesia

The paper analyses the context in which education in Aceh acts strategically to advance an agenda of social transformation. Applying a cultural, political economy analytical framework, it identifies ways in which education is embedded in key cultural, political, economic and social struggles at present. They include: (1) the redistribution of educational opportunities and access; (2) ambiguous spaces for democratic representation in a decentralised educational structure; (3) competing notions of how diversity is acknowledged within Indonesia and Aceh Province; and (4) conflicted approaches to reconstruction following the 2004 tsunami and end of conflict in 2005.