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天台宗智与三论宗吉藏的判教思想,是在对南北朝时期各种判教观予以非议之后形成的。这是智与吉藏判教思想共同的学术背景。同一学术背景下,智提出了"五时八教"的判教体系,其判教体系表现出建构性、圆融性与创见性的特点;吉藏则以"二藏三轮"判分经教,批判性、纯粹性与平等性为其判教主张的主要特征。通过对智与吉藏判教思想的对比解读,我们发现,吉藏判教思想中的这些特征或许正是吉藏三论宗衰而不振的原因之一,而深蕴于智判教思想中的诸多特质或许正是智天台宗绵延不绝的内在动力。 相似文献
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慧远判教观的核心是四宗判教。四宗判教在慧光等人提出之后,由于其自身的张力,分别按照"浅深"和"平等"两个原则展开。其发展主流是"浅深"这一原则。慧远则坚持"平等"的原则,倡导平等大乘经教观,认为大乘经教只有法门的差异,而无浅深之别。但同时慧远又坚持大乘二宗具有浅深之分。由此,慧远大乘二宗的判教依据不是某部经典,而是大乘经教阐明的具有浅深的义理及二宗对这些义理的理解层次。平等的大乘经教观是慧远判教观的特色所在,代表着慧远消弭当时大乘教派纷争的努力,但由于其自身存在的问题及悖论,这一努力并未成功。 相似文献
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蒙培元先生作为冯友兰先生的弟子,他是自觉地传承"冯学"并期望对之加以发扬光大的知名学者。冯先生创立了以"境界说"为"灵魂"的新理学哲学体系,蒙先生则接着冯先生的"境界说"讲出了自己的"新境界说",并创立了"情感哲学"的哲学体系。冯先生把"境界说"理性化,蒙先生则把"境界说"情感化。因此可以说,两位先生的"境界说"有着实质的不同:蒙先生将"境界"问题归结为情感问题、精神生活问题、心灵问题而不是概念问题,表明他在纠偏的同时,又偏离了冯先生所倡导的理性主义方向。 相似文献
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李通玄是唐代著名华严论师,他所撰写的《新华严经论》对后世影响深远。在《新华严经论》中,李通玄树立了"迁权就实"的判教风格和"取象表法"的释经路径。他在进行净土判释时采取"权—实"二分的归类方式,否定了西方极乐世界的实在性。同时,他创造性地使用"唯心净土"的概念,并将其判作"实土",由此开启汉地净土思想发展史上一个新的论域。 相似文献
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慧远的判教观,可以从佛陀与信众两个层面理解。佛陀层面,慧远从根本上否定以时间为判教依据的"顿渐五时判教"。慧远根据佛陀慈悲济世的立教本怀,认为佛陀可以在任何时间、地点,为追求大乘的信众开示究竟佛法,而不受时间的限制。所以,佛陀所说的大乘经教都是平等究竟的。信众层面,慧远认为声闻众和菩萨众的根本区别不在于"智力"而在"愿力",强调"愿力"在大乘佛教信仰中的核心地位。 相似文献
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生死观是庄子人生哲学中的重要问题。庄子的生死观可以分为四种境界,这四种境界分别是:第一种境界是"重生""全生","贵身""保身",这一境界体现了庄子对生命价值的觉醒,也体现了他对世俗观念的反思和批判;第二种境界是以死为"真"以生为"假",以死为"乐"以生为"累",这种境界的生死观与其说是对世俗生死观的反动,毋宁说是对人生艰辛历程的揭示和对黑暗社会的批判;庄子生死观的第三种境界是"死生为徒,死生无变"。在这种境界中,庄子既不重"生"贵"生",也不乐"死"厌"生",这是庄子从"齐物论"的立场对世俗生死观的进一步反思和批判。庄子生死观的第四种境界是"不知死不知生",或者叫"不死不生"。只有达到这一境界,才是真正的"与道为一"的境界,也就是达到最高智慧的境界。 相似文献
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康德哲学虽然不能说就是境界形而上学,但他的道德绝对(无待)命令、甚至道德宗教信仰则不能不说是一种至上境界。然而,他对上帝的公设和信仰则有外在形而上学之嫌。张载哲学属于境界形而上学,其中含有本体、工夫、境界三者同一的思想,但工夫还是第一位的。海德格尔哲学则是彻底的境界形而上学,其中的"存在"就是境界,而"此在"在"时间"中对"烦"、"死"的"思",直接面对生命存在,寻找本真和自由。他们的思想虽有相异,但也相通,可以互补。他们都在思考生命的问题,他们关于生命学问的思想可融于我们当下的"存在"当中。 相似文献
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"全球伦理"与"文明的冲突" 总被引:1,自引:0,他引:1
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。 相似文献
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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 相似文献
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Arkowitz H 《The American psychologist》2005,60(7):731; author reply 734-731; author reply 735
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. 相似文献
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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. 相似文献
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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". 相似文献
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L A French 《Journal of experimental child psychology》1988,45(2):262-279
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. 相似文献
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M H Birnbaum 《Journal of experimental psychology. General》1980,109(3):304-319
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. 相似文献