由神明看庄子思想与新罗传统

中国道家思想,尤其是庄子思想中多有与神仙家同源的思想,这就是源于古代东夷族的巫教思想演变来的舞袖飞扬而飞升天空的仙人思想,也就是神明思想.本文以<庄子>为中心考察神明概念及其内涵,并探究神明思想的渊源与古代韩国仙家思想之产生过程,以及新罗传统之成立过程.     

"度人"思想与道教笔记小说

神仙思想是道教的核心信仰,追求长生成仙是道教徒的终极目标。在道教产生之前,神仙思想就已经非常流行。当时的方士和神仙家一般只热衷于个人成仙,或者帮助帝王、贵族成仙,而对救度普通人没有多少兴趣。道教产生后,这种追求“自度”的神仙思想发展成为一     

道家养生智慧阐论

正道家养生的思想植根于中国传统文化的沃土,与古代哲学的阴阳五行、天人合一、气化流行等思想密切相关。而其理论胚基则直接取源于传统中医学的基本理论,并按其宗教需要,加以改造利用,形成其特有的生命观、生理观、病理观及养生观。道家养生有着悠久的历史,其独特的思想理论和丰富的经验方法,构成一道博大精深、神奇玄妙的古代养生文化景观,至今仍具有动人心魄的无穷魅力,吸引着众多养生爱好者、研究者的关注。一、渊源与理论道家养生的渊源甚远,直接与远古的自然崇拜、神仙信仰和春秋战国时期     

老子的“生而不有”与钟吕丹道的神仙境界

本文比较了《老子》与《灵宝毕法》,论述老子"生而不有"为钟吕丹追思想之渊源,而钟吕丹道的神仙境界在宗教层面上超越了老子之说。     

陆海文化融合视域下的道教文化

<正>一道教是中国土生土长的宗教,根植于中国传统文化的沃土,思想渊源“杂而多端”。流行于中国古代社会中的哲学思想、神仙方术、祭祀祭礼等,均为道教的产生与发展奠定了坚实基础。道教在这些传统思想的滋养之下,最终形成了独具特色的道教信仰体系。正因如此,才有“中国的根柢全在道教”的说法。     

有关道教神仙思想的考古新发现

道教正式创立于东汉末年,但其思想渊源可以追溯到中国古代先民们渴求长生不死及轻松自由的愿望之中。古籍中多有记载古代先民们关于长生不死、身轻逍遥的“神仙”的传说者,如《山海经》之《海外南经》     

山岳崇拜与道教修真关系略论

道教山岳崇拜渊源于中国古代原始宗教与巫术,后来又因受到神仙信仰和封建社会国家祭祀宗教的影响而初成。道教将山岳崇拜吸收进自己的信仰体系后,加以内化、升华,与"道"信仰、修真思想和修真实践紧密融合,构成道教文化特色之一。     

墨家、黄老道家的流变及其与道教的联系

从战国一直到西汉,墨、道、神仙三家各自归属明确,彼此之间互不关联。在西汉初年《淮南鸿烈》的编纂过程中,墨家开始了与神仙家的先期融合。随着早期道教人物的出现与道教组织的兴起,墨、道、神仙三家界限分明的状况被逐渐打破。东汉末年,黄老道家与神仙家出现合流倾向,二者渐次并为道教。此时,墨家学派的部分技术、思想与这一团体的组织形式亦被早期道教组织所借用,原彼此无涉的墨、道两家开始产生相应关联。到东晋时,墨子被葛洪神化为地仙,正式融入进道教,成为道教人物。墨家、黄老道家、道教三者之间的总体关系以东汉末期为界点,呈现出由分离到逐渐融合的发展状态。三家融合最终于东晋葛洪之后完成,表现为道教兼收墨、道两家。     

南宋金元道教神仙传记的人生境界

南宋金元时期,随着道教教派的勃兴,神仙传记也大量产生.此时的神仙传记尽管大多沿用了北宋前的基本形式,但取材更加广泛,反映的道教思想也更加丰富多彩.从艺术的角度看,南宋金元的神仙传记的表现手法也灵活多样.作者通过神仙故事素材的重新组合,建构了生命理想的符号艺术空间;通过场景的铺叙,表征人类生命的无限奥秘和个体生命境界的升华.     

南阳汉代画像石神仙祥瑞题材图像初探

南阳画像石艺术是汉代画像石艺术中的一枝奇葩,其中神仙祥瑞题材占有很大比重,具有代表性意义,并反映了时代特色。本文通过对汉代社会、文化背景以及南阳画像石的艺术渊源的分析,来研究神仙祥瑞题材图像的艺术特点和社会历史意义。对于秦朝侍死如侍生的观念的继承,汉朝谶纬迷信的流行和君权神授思想的建立,楚文化的影响,这三个原因造成南阳汉画像石艺术中存在着一个人神共舞、如梦似幻的世界。     

易道辩正

易道是易学思想的精髓或内在精神,其最根本的特征是所谓的“一阴一阳之道”。作为易学结构基元的易卦卦象符号,与阴阳观念具有先天性的亲和力,从而使得阴阳观念有了一个可以符号化表征的形式系统。在汉代,阴阳五行与易学成为一个统一的有机整体。两汉的象数理论试图将易道(天道)完全形式化努力的最终结果是“入于礻几祥”,成为一套牵强附会的繁琐哲学。魏晋以后,诸如“时”、“中”一类具有明显的个人独知默会、参悟修证意义的命题,逐渐成为一阴一阳、生生不息的“易道”最为生动的表征。道之真谛,若以易理言之,就是“自强不息”,“与时偕行”。     

"全球伦理"与"文明的冲突"

自美国9.11恐怖袭击事件后,塞缪尔.亨廷顿关于“文明冲突”的理论引起人们高度兴趣。以宗教为核心的文明之间的冲突真的难以化解吗?汉斯.昆的“全球伦理”观点对此提出挑战。本文将浅析一下“全球伦理”,及其化解“文明冲突”的可能性。     

方术迷信的"灵验"揭秘

方术作为中华神秘文化的一个重要的组成部分,是一种既不同于宗教又与宗教有联系的企图借助于“鬼神”等神秘力量来消灾免祸、延年益寿、添财加福的可操作性的东西,如八卦术、算命术、风水术、占梦术、测字术、巫术等。 方术尽管是唯心的不可相信的东西,在历代也遭到了一些人的攻击和批判,然而为何屡不绝迹,有时甚至风靡一时、影响很大,即使在今天仍然有其市场呢?其中一个重要的原因在于一些人认为方术“灵验”。 方术“灵验”的原因是什么?到底是哪些因素     

"Psychotherapy" versus "treatment"

Presents a comment on "Psychological treatments" by D. H. Barlow. Barlow proposed that we distinguish between the terms "treatment" and "psychotherapy." The author believes that not only is the distinction unnecessary, but that its implications could have negative consequences for the field of clinical psychology. It is the proposed distinguishing feature that treatments are "specifically tailored to the pathological process that is causing the impairment and distress" that is most problematic. Clinical psychology does not need a distinction that further exacerbates the split between researchers and practitioners.     

"Enmeshment" and "Fusion"

The paper examines two related concepts utilized by two different schools of family therapy. Any family seen to be "enmeshed" is also seen as "fused," and vice versa. The difference in the level of focus, on the "system containing the individuals" (structural) or the "individual in the system" (fusion), determines the difference in therapeutic approach of these two schools.     

“对的”与“好的”

什么是“对的”,和对它的证立,是道德哲学中具有争议性的核心问题,也是效用主义和道义论间的主要差异之所在。统合效用主义对于“好的就是对的”这个陈述有一套完整周延的说法。而道义论对这个问题的证立不够周延或没有足够的说服力。     

"本体论"与"伦理学"--形而上学的两个向度

形而上学有两个密切相关的内在向度,就是本体论向度与伦理学向度.在哲学史上,哲学家们之所以在"追求形而上学"的同时,又总是"反形而上学",并非是人们的形上本性出了问题,而是因为人们总是将形而上学视为单纯的"一维性",总是用一个向度来取代或遮蔽另一个向度.而所谓的"后形而上学思想",也并不是消解了形而上学,而是指形而上学从"本体论向度"转向了"伦理学向度".     

The development of children's understanding of "because" and "so"

Children's (5 years, 8 months to 8 years, 4 months) comprehension of "because" and "so" was assessed on both enactment and sentence completion tasks. The use of a within-subject design permitted performance on each task to be interpreted in terms of performance on the other. The pattern of results provided evidence against a componential model for the acquisition of causal connectives. This model holds that the two meaning components (cause, order) are acquired separately, with the order component being acquired several years later than the causal component. The results also were in accord with predictions derived from a contextual model of children's developing understanding of terms expressing logical relationships. This model posits that the understanding of relational terms is initially context dependent, such that children can understand relational terms when they express familiar relationships, but experience difficulty in forming representations of novel relationships solely on the basis of linguistic input. The lexical components of because and so are understood during the context-dependent stage, and the transition from context-dependent to context-independent understanding does not reflect further lexical development, but rather increasing facility in dealing with decontextualized linguistic input.     

Comparison of two theories of "ratio" and "difference" judgments

This article examines the hypothesis that judges compare stimuli by ratio and subtractive operations when instructed to judge" "ratios" and "differences." Rule and Curtis hold that magnitude estimations are a power function of subjective values, with an exponent between 1.1 and 2.1. Accordingly, the two-operation model tested assumes magnitude estimations of "ratios" are a comparable power function of subjective ratios. In contrast, Birnbaum and Veit theorize that judges compare two stimuli by subraction for both "ratio" and "difference" instructions and that magnitude estimations of "ratios" are approximately an exponential function of subjective differences. Three tests were used to compare the theory of one operation with the two-operation theory for the data of nine experiments. The results strongly favor the theory that observers use the same operation for both instructions.