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1.
费尔巴哈对宗教神学的揭露和批判是其哲学思想的重要组成部分,以人本主义为中心,论述了宗教产生的基础及其本质。在批判宗教神学中逐渐形成了人本学思想,人本学则成为其宗教批判的核心,并在此基础上得出结论：新哲学的建立必须“将神学变为人本学”。费尔巴哈的人本学思想具有划时代意义,但也存在着历史的局限性。 相似文献
2.
蔡元培以“美育代宗教”说从西方近代理性主义,科学精神出发来批判宗教。以西方近代审美主义和中国古典人精神作为思想资源重建中国现代审美教育对人的完善的价值追求,力求为中国现代社会变革提供一种审美主义转变和审美主义的道路,从而在中国的现代性遭遇中树立起审美主义的旗帜。 相似文献
3.
宗教经验实则是信徒自己策划的一场精彩戏剧,它赋予了一般经验以超自然主义、超理性主义和超感官的属性。这是信徒们的一种必然而无奈的抉择,这个抉择是强迫性的,不由自主的,令人战栗不安的。宗教经验所表现的特征和内在禀赋,实际上也是宗教信仰者内心活动的一种表达。它是一种不用言语、不用理性而产生的对人生的阐释图景,这样的一个图景所描绘的是一种上帝的启示,对上帝的确证。宗教经验在个体意义上是一种实存。 相似文献
4.
许正林 《海南师范大学学报(社会科学版)》2002,15(3):27-30
张资平小说有一个独特的“性爱－－宗教”生活表现领域。他对宗教虽有基本看法,在中国二、三十年代的知识分子中也颇具代表性,但其为文与为人具有分裂性。在其小说所摄列的人情世界里,宗教是爱情痛苦的精神避难所和生活煎迫的下层人的寄生地,也成为道德败坏者逃避罪恶的自欺欺人的面纱,同时还是一种道德批判的尺度。表现宗教与爱情、灵与肉对立是其小说的情节特征,也形成一种讽刺戏剧性。 相似文献
5.
寿建纲 《内蒙古大学学报(人文社会科学版)》1995,(4)
霍尔巴赫的宗教起源论解决了神灵观念的起源这个重大的原理性问题，指明了宗教的构成要素，并从起源的角度考察具有开创性，从而对宗教的起源提供了一个完整的说明，预告了费尔巴哈的宗教批判。他的宗教发展论揭示了宗教由拜物教发展到多神教，最后发展为一神教的历史进化过程，反映了历史的逻辑。霍尔巴赫揭露上帝神性的矛盾性，批判宗教神学是组织幻影的艺术。他对上帝存在的神学证明给予摧毁性的打击，其深度超过了康德。基督教信仰真正巨大的危机，首先是由霍尔巴赫的批判促成的。 相似文献
6.
马克思主义宗教批判理论立足于辩证唯物主义和历史唯物主义的世界观和方法论原则,从关注现实生活世界的维度出发,通过对资本主义社会的批判和解构,科学地阐释了他的宗教批判思想。今天,我们以当代视域来探究马克思宗教批判理论,无论是在理论层面还是在实践层面、在宗教生活领域还是在世俗生活领域,都具有重要的现实意义和指导意义。 相似文献
7.
<正> 宗教是一种社会意识形式,目前在我国有一亿人口信仰宗教。因此,正确认识和对待社会的宗教问题,具有重要的现实意义。 一、社会主义初级阶段宗教存在的客观必然性 社会主义社会宗教之所以存在,主要有两方面的原因: 1、社会上存在着对宗教信仰的需要: 宗教的存在和发展离不开其深厚的社会物质前提。我国现阶段生产力总体水平比较低,落后的生产 相似文献
8.
姚毅 《华侨大学学报(哲学社会科学版)》2006,1(4):45-50
唐武宗灭佛是中国古代史上最大的一次灭佛事件。它的失败表明,不管出于何种理由,以政治手段解决宗教问题都是错误的,也是不可能达到目的的。对宗教的批判应当以政治宽容为前提。 相似文献
9.
蒋四清 《中学政治教学参考》1994,(3)
宗教是一种历史现象,它不是从来就有的,而是人类社会发展到一定阶段,人类思维能力发展到一定水平后出现的。同时,宗教也不会永远存在下去,它将随着自然力量和社会力量对人类压迫的逐渐消失而走向消亡。在教学中,学生常提出以下问题 相似文献
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11.
宗教的权力表述——中国宗教的公私形态及其秩序构成 总被引：5，自引：0，他引：5
李向平 《江西师范大学学报(哲学社会科学版)》2004,37(6):3-13,40
中国宗教的社会形式，具有两个大的层面。一个是制度层面，结构的、合法形式，即本文提出的“公共宗教”层面；一个是私人形式，扩散的、非合法形式，即本文提出的“私人宗教”形式。关键的问题是，中国宗教的神圣理念，同时并存在这两个层面。这个宗教的公共形式，几乎囊括了历史上中国人所有的价值关怀与社会存在．涉及了中国社会之中真正具有秩序的符号、信念和宗教活动。这个制度形式的“公共宗教”，同时也包含了“私人宗教”形式及其一切活动和价值行动，表现出最为扩散的宗教形式。正是这种扩散的宗教形式，证明并构成了中国社会之中的权力秩序。所以，中国历史上“宗教形式”，实际上就是孕育着中国特征“秩序模式”的母体。 相似文献
12.
Jordi Garreta-Bochaca Monica Macia-Bordalba 《British Journal of Religious Education》2019,41(2):145-154
In a pluricultural and multi-religious world, with high levels of social secularisation, the role of religious education in schools (especially in state-funded schools) has inundated political and academic debate throughout Europe, which is becoming increasingly more committed to integrating, non-confessional models. In this context, it is essential to analyse how religious education is managed in countries whose relationship between state and religion is still firmly rooted (as is the case of Spain), and what the action of schools and families is in contexts where confessional religion is maintained in schools. Based on a quantitative study of 380 representatives of primary school management teams, it is seen that one in four schools does not teach any type of religion, either due to a lack of demand from families or because the school chooses not to do so. In addition, the study shows the practical limitations of the confessional model to provide a response to the religious and secular diversity of our time, as the implementation of minority confessions is very scant while there is a primacy of the catholic confession in the religion subject. 相似文献
13.
L. Philip Barnes 《Religious education (Chicago, Ill.)》2013,108(4):445-461
In this article the phenomenological approach to religious education is subjected to careful analysis and criticism. Something of the contemporary debate on the nature of religious education between liberals and conservatives is sketched in, before the origins and nature of the phenomenological approach to the study of religion are considered. This is followed by an account of the way in which the phenomenology of religion proper has been appropriated by educationalists and developed into what is regarded as a suitable methodology for religious education. Finally, it is argued that certain features of a phenomenological approach to religion are untenable in the light of recent work in the philosophy of language and mind. 相似文献
14.
Chi-Kim Cheung 《Religious education (Chicago, Ill.)》2013,108(4):504-515
In this age of advanced technology, the pervasive influences of the media on pupils has aroused widespread concern among educators in general and religious educators in particular. This article argues for the teaching of religion through media education. It first discusses the interest of religious groups in media education and how media education might make an important contribution to the teaching of religion. Then it provides data from two schools who have adopted media education in the teaching of religious education to see how teachers and pupils have responded to this initiative. 相似文献
15.
学界对普列汉诺夫宗教思想的研究比较薄弱,并且主要集中于普列汉诺夫对宗教定义的探讨、对"寻神论"与"造神论"的批判以及关于宗教的起源与变迁等方面的研究,在研究中又偏重于归纳与梳理。本文将其中较有代表性的著述作了简要介绍,以期有助于人们对此项研究的了解,并给予相应的重视。 相似文献
16.
谷茵 《信阳师范学院学报(哲学社会科学版)》2006,26(6):26-29
新时期统一战线宗教制度经历了两个发展阶段,逐步形成了完善的制度体系,其内涵主要包括:对宗教信仰自由的原则性规定、对宗教界人士与党和国家关系原则的规定、对宗教界人士及信教群众法律行为的规范、对处理宗教矛盾的原则性规范、对宗教事务管理的规范、对宗教发展方向的规范等。 相似文献
17.
Daniel Enstedt 《Educational theory》2020,70(1):57-72
The world religions paradigm (WRP), often regarded as hegemonic in research and education in religious studies, has long been criticized for being modeled on predominantly Protestant, Christian, and Western ideas about religion, and thus running the risk of reductionism and of a failure to recognize expressions of religion that do not fit this framework. Despite this, it is difficult to get rid of the prevailing WRP, especially in education. In addition, nonconfessional, nonreligious, secular education in religion may be biased by norms and values that assume that religion as such is outdated and irrational. The seemingly neutral, nonreligious, or agnostic position that is present in religious studies at the higher education level can then be seen as aligned with an institutional, not necessarily personal, secular bias that rules out religion from the very outset. Consequently, higher level education about religion runs the risk of presenting religion in terms of flawed stereotypes. In this article, Daniel Enstedt addresses these two interrelated and subject-specific problems by examining them through the lens of Gert J. J. Biesta's educational philosophy, and in particular in relation to his discussion about the three domains of education: qualification, socialization, and subjectification. 相似文献
18.
从发生学上看,宗教学思想的产生所必须具备的条件是理性与信仰从神话思维中的分化。在西方,这种分化发生于古希腊,理性之形态表现为概念逻各斯。逻各斯与神话本来一体无分,使两者相互分离的原因,一是希腊宗教祭仪在城邦生活中的公开化所导致的宗教祛魅,二是较具个人性和神秘性的奥尔弗斯宗教对信仰的私密性的强化。另一方面,就最早对宗教进行理性辨析的哲学家塞诺芬尼来说,这种分离则是希腊宗教的能指与所指之间的逻辑上的错位所致。塞诺芬尼率先运用理性对宗教进行批判,在这个意义上可视为西方宗教学思想的萌芽。 相似文献
19.
吴力群 《泉州师范学院学报》2014,(1):21-27
根据泉州宗教信仰的生存、发展状况以及内外各种关系的复杂性、整体性,从宗教生态的角度探索泉州宗教信仰的结构、泉州宗教信仰与政治、经济、文化的关系,以及各种宗教信仰之间的关系,力求为进一步研究泉州宗教信仰的特点,探索泉州成为世界宗教博物馆的原因,提供新的思路。 相似文献
20.
Zhenzhou Zhao 《British Journal of Religious Education》2020,42(2):214-223
ABSTRACTThe 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. 相似文献