陕北地名文化浅析

陕北地名丰富多彩、种类繁多,为研究陕北历史、地理、文化等提供了丰富的素材。陕北地名与黄土高原自然地理有着高度一致性,并一定程度上表现出了浓厚的宗族思想,作为历史上各民族融合的主要区域,陕北地区还保留了很多涉及少数民族的地名,成为了研究中国古代民族关系、民族文化的重要资料。研究陕北地名文化是在新形势下阐释黄土文化的重要手段,也是弘扬具有陕北地域特色优秀文化的必要方面。     

商丘市基督教与天主教发展状况浅析

基督教与天主教在商丘市的存在与发展,有其深刻的根源和社会心理因素.为加强对基督教与天主教的事务管理,更好地服务于商丘经济建设,就必须健全宗教管理组织,加强思想政治工作,帮助基督教、天主教爱国团体搞好自身建设.     

异质同构的终末叙事——《驿站长》中宗教伦理的现代性反思

透过阐释学的视角，《驿站长》中源于《圣经》典故“浪子回头”的宗教图式与杜妮亚的人生轨迹有着结构上的同构，却在质性上指涉不同的意向。杜妮亚居于现代意义上的自觉人生选择与典故所隐喻的宗教伦理精神相悖而行，从而暗示俄国传统道德法则的失效，并在更高的意义上对宗教伦理的现代性困境作了一个终末式的叙述：社妮亚整个人生选择所预示的不仅是传统宗教伦理秩序面临的断裂，还是俄罗斯新女性代表的滥觞。     

Religion in Chinese education: from denial to cooperation†

In China, from the founding of the People's Republic of China to the beginning of the Cultural Revolution, it was thought that religion would disappear with the development of society and the freedom not to believe in religion was stressed. During the Cultural Revolution religion became the object of oppression. However, from the end of the Cultural Revolution in the late 1970s to date, the long‐term existence of religion came to be accepted. Searching for cooperation between socialism and religion, ways in which religion could effectively contribute to modernisation began to be put forward. In comparison with the previous situation, the current period is marked by a much more tolerant policy. If one looks at religion in education, first, at the level of legal codes, the separation of public education and religion is extolled based on the rule of separation of religion and state. And, it is clearly forbidden to engage in activities that use religion to interfere with educational activities. This applies to ethnic minorities as well. Second, be this as it may, religion is touched upon at all levels of education. For example, at the level of high school education, the distribution of the three major world religions is explained and many other religions are introduced. Moreover, the culture and customs of some religions are introduced. In higher education, in universities and graduate schools, the Religious Studies major has been created for the training of those in charge of regulating religions as well as scholars. Third, several of the religions recognised by the Chinese government have developed institutions to train personnel. Furthermore, some of these institutions are working in cooperation with institutions of higher education to offer programmes of study. In this way, especially following the end of the Cultural Revolution, cooperation between socialism and religion was sought. And, coexistence with ethnic minority groups, which believe in a number of different religions, was considered. And yet, within school education, the treatment of religion is strictly limited. Only education that aims at a basic knowledge of religion is conducted. There are significant national differences in the relationship between education and religion. It would be fruitful for China to reconsider this relationship, taking account of developments in other countries, in the present situation where the Chinese government has a more tolerant policy towards religion.     

Autonomy and religious education: lessons from a six-year evaluation of an educational reform in an Israeli school network

This study investigated the tension that exists between promoting an educational agenda and practising an educational approach which emphasises autonomy within the framework of religious education. Our main thesis is that every educational deed contains a dialectical tension between endorsing an educational agenda and the promotion of autonomy. Moreover, this tension is not restricted to religious education. The intensity of such a conflict varies in accordance with the flexibility (or inflexibility) of the dogma, the conceptual cohesion of the educational agenda and the perceived importance of granting autonomy to students. The more cohesive and inflexible the educational agenda is, the greater the danger that autonomy will be discarded. The present research examined an educational reform implemented in the National-Religious School Network in Israel, which included the promotion of autonomy among principals, teachers and students. Conducted over a six-year period (2006–2012), the research employed both qualitative and quantitative methodologies and involved various stakeholders in the school network. The multifaceted picture that emerged of the relationship between educational autonomy and religious agenda is presented.     

宗教、社会与权力关系——“宗教市场论”的社会学解读

以斯达克等为代表的宗教市场论自其诞生以来就受到学界的广泛关注,该理论在备受诟病的同时,也颠覆了宗教世俗化理论的固有范式,开启了当代宗教社会学研究的新视野。就宏观层次而言,斯达克的宗教市场论是一独特的宗教结构论,它不仅对宗教现象和宗教活动展开分析,同时也涉及到宗教与个体信仰、国家、社会、政治等相互之间多重复杂的互动关系。可以认为,宗教市场论新范式为当代学界研究中国宗教现象提供了一个全新的理论视角,刺激了更多的学者来推动中国宗教社会学的实证研究,以获取丰富数据和事实来检验宗教市场论的命题在中国情境中的适用性。同时,宗教市场论亦可为宗教管理当局和宗教组织提供有益借鉴,为宗教管理方式和宗教发展思路开拓一个新的途径。     

热贡土族的宗教民俗活动及其社会功能探析——以青海省同仁县年都乎村为例

热贡土族地区与其他的土族分布区域相比,因为特殊的历史、地理原因在经历了多次的改朝换代和人口迁移之后,呈现出特殊的人文环境。这种特殊性尤为表现在当地民众的宗教信仰观念当中。他们以藏传佛教为主要的信仰对象,但在群体的信仰中又不乏历史所残留的其它的信仰遗迹。这些多样的宗教信仰在民众的社会生活中起着各自迥异的社会作用。本文试图从当地民众的个体和群体的信仰行为和民俗活动现象入手,探讨每种宗教信仰和民俗活动在热贡土族的社会生活中的功能。     

旅游景区内寺观商业化问题探讨

旅游景区内寺观商业化发展,主要包括宗教协会、僧团组织、景区投资单位对寺观的经营管理以及寺观经营管理权外包等商业化运作模式,并且有着不同的驱动因素。寺观商业化运作对我国宗教事业发展具有一定积极作用,但同时对当地生态环境和文化内涵吸收也有一定的消极作用,建议政府相关部门采取严格执行审批与监督程序、积极维护宗教的合法权益、加强宗教内部管理、加强旅游行业的管理等相关措施,以解决旅游景区内寺观商业化运作所带来的各种问题。     

历时文本中宗教词汇翻译比较——以《汤姆叔叔的小屋》三个汉译本为例

《汤姆叔叔的小屋》中的宗教情结是小说的显著特征。以小说不同时期的三个汉译本为例,采用描述性与解释性相结合的方法,对比分析小说中宗教词汇的翻译。结果表明:宗教词汇的理解与解释深受译者特定的历史阶段和自我视域的影响,是译者发挥主观能动性从而和原作者以原作为中心的动态阐释过程。