藏彝走廊多元宗教互动关系研究及其意义

多民族、多宗教和谐共存是我国民族宗教发展的重要特征,也是我国宗教关系研究的一个重要向度。民族宗教互动现象突出、地域特征明显的民族走廊集中体现中国民族宗教多方面关系。藏彝走廊作为西南边疆"治藏稳边"的特殊地理文化单元,其宗教关系在全国宗教格局中具有重要意义,对国家统一、社会稳定、民族团结有重要影响。藏彝走廊区域宗教信仰形态丰富,且长期以和谐共生为主流,相互吸收接纳,对促进社会和谐产生重要作用,其多元宗教互动关系具有重要意义和研究价值。     

尊重“土地”的文化选择

科学知识有与宗教知识对立的一面,同时也为人们认识宗教现象提供了"科学"的视角;科学知识的普遍性要求与知识的地方性存在张力,而在科学精神的视野下,科学知识本身也是从具有"时代"和"地方"特点的背景中产生的。在民族宗教学的研究中,我们研究的成果常常具有比较强的"地方性",如何实现经验的特殊性与知识普遍性的对接,需要用科学精神解读中国宗教文化的智慧。     

“一带一路”战略实施中的哈萨克斯坦宗教风险研究

本文在对哈萨克斯坦宗教现状进行概述的基础上,分析其在"一带一路"战略下存在的宗教风险,主要是从宗教法治程度、民族宗教关系、宗教信仰格局、政教关系情况、宗教教派矛盾、宗教极端势力和恐怖袭击、跨国宗教问题等几个维度进行研究,旨在说明哈萨克斯坦存在的宗教风险对我国的影响。     

族群认同与宗教结构特性——以凉山诺苏彝族及其原生性宗教为例

宗教与族群之关系一直是中国民族宗教研究中的重要议题,我国民族宗教的复杂样态和多元面向往往使得二者的关系呈现错综复杂的状态。通过对族群认同与宗教关联的探讨,是有效厘清和深刻把握二者关系的重要途径。本文的研究对象诺苏是典型的基于血缘和祖源认同基础之上的族群,族籍血缘认同是诺苏族群认同的基础与核心。这种强调血缘根性的族群特性,塑造了以"血缘祖先"为崇拜核心的原生性宗教类型。本文通过对凉山彝族——诺苏的宗教与族群之关联探析,并与其他族群宗教进行对比探究,以呈现族群特性对宗教的型塑作用。     

加强理论研究 助力宗教工作 “宗教工作法治化学术研讨会”综述

<正>为全面贯彻党的宗教工作基本方针,提升宗教工作法治化水平和能力,2016年10月13日,由广东省民族宗教研究院主办、广东省宗教学会协办的"宗教工作法治化"学术研讨会在广州召开。来自北京、广东、四川、广西、湖南等地的专家学者、政府宗教工作干部和宗教界人士40多人参加了研讨会,提交论文30多篇,围绕宗教工作法治化这一专题进行深入探讨和交流。广东省民族宗教委党组成员、省民族宗教研究院     

十年耕耘献芬芳 记渭南市委统战部副部长、渭南市民族宗教事务局局长熊绮芬

正"只有心里装着群众,才能做好服务保障工作"。熊绮芬是这样想的,也是这样做的。她带领班子成员把工作当事业,把群众当亲人,把宗教工作部门建成信教群众的"娘家"。熊绮芬,现任陕西省渭南市委统战部副部长、渭南市民族宗教事务局党组书记、局长。她于2007年任渭南市委统战部副部长,2010年任渭南市民族宗教事务局党组书记、局长。分管民族宗教工作10年来,熊绮芬坚持用坚定的政治理念和宗教工作"四句话"方针统领宗教工作全局,团结带领一班人扎     

广东省二十四座教堂被评为“文明宗教活动场所”称号

广东省民族宗教委为进一步推动宗教界不断提高自身管理能力和水平,把宗教活动场所建成引导教育信教群众,为全面建设小康社会和现代化建设服务的文明场所,促进全省宗教与社会主义社会相适应。经省人民政府同意,广东省民族宗教事务委员会决定从2004年第四季度起每三年一次,在全省范围内开展“文明宗教活动场所”评比表彰活动,在宗教界营造一个“比、学、赶”争创“文明活动场所”的良好氛围,进一步促进我省宗教与社会主义社会相适应的目的。     

论藏彝走廊多元宗教的内涵与意义

藏彝走廊各民族多元宗教信仰交融共生现象具有普遍性和典型性,为特定生态环境区域内宗教文化动态的人类学研究提供了珍贵素材,也是民族关系研究的重要切入点。历来相关研究过多注重对宗教信仰分门别类进行专业研究,而对各民族宗教文化间的相互联系而动态发展的历史和现实关注不足。本研究从藏彝走廊各民族宗教文化的基本分区入手,从历史到现状,整理分析各民族宗教文化交融共生的基本结构、历史路径和现实情状,对该地区宗教交融共生现象的内涵与意义、其研究重点关注的学术领域进行了初步阐释。     

“浙江湖州·生态寺院建设”系列之一 浙江湖州 开启长三角地区生态寺院建设新时代

正2020年12月11日,以"绿色·生态·和谐"为主题的长三角生态寺院建设现场会在浙江省湖州市安吉县隆重举行。会议由中国宗教杂志社主办,中央统战部宗教研究中心、浙江省民族宗教事务委员会指导,浙江省民族宗教研究服务中心、湖州市委统战部(民宗局)承办。来自长三角地区"三省一市"民宗工作部门代表、国内高校和研究机构的专家学者,以及佛教协会代表共120余人参加本次现场会。     

中国道教学者刘志

正刘志,中国社会科学院世界宗教研究所副研究员,四川大学道教与宗教文化研究所博士,中国社会科学院世界宗教研究所博士后。曾挂职新疆生产建设兵团党委党校屯垦研究所副所长、民族宗教学教研部主任。主要从事道教文献、道教历史、新疆文献等领域的研究。近期出版的专著《中国道教写本经藏》(2021),是道教文献研究在目录学、校勘学之后,于写本学中继续开拓的一个新领域,通过对道教写经历史发展阶段、写经人物、写本特点、     

Exclusion,intergroup hostility,and religious fundamentalism

The goal of the present study was to examine whether exclusion leads to increased intergroup hostility and stronger fundamentalist religious beliefs. Using Cyberball, we examined how adolescents from different ethnic groups in the Netherlands (of Moroccan, Turkish, and Dutch descent with either Muslim, Christian, or secular beliefs) responded to being included or excluded by ethnic in- and outgroup members. We expected that exclusion by ethnic outgroup members would represent a categorization threat and would result in greater hostility. We hypothesized that exclusion by ethnic ingroup members would represent an acceptance threat and would result in responses that reduce uncertainty and increase one's chances of being accepted by others (e.g., a stronger endorsement of fundamentalist religious beliefs). The results revealed that among all ethnic groups, exclusion by ethnic outgroup members led to more hostility toward the co-players and the co-players' ethnic group than exclusion by ethnic ingroup members. This was mediated by the extent to which people attributed their exclusion to the racist attitudes of their co-players. Among Muslims and Christians, exclusion by ethnic ingroup members led to more support for fundamentalist beliefs. We discuss the theoretical extension that these results provide, and practical issues raised regarding the consequences that may occur through the marginalization of religious and ethnic groups.     

National (dis)identification and ethnic and religious identity: a study among Turkish-Dutch muslims

National (dis)identification is examined in three studies among Turkish-Dutch Muslim participants. In explaining national (dis)identification, the first study focuses on ethnic identity, the second on ethnic and religious identity, and the third on three dimensions of religious identity. Many participants show low commitment to the nation, and many indicate national disidentification. In addition, there is very strong ethnic and religious identification. Ethnic and Muslim identifications relate negatively to Dutch identification and, in Study 3, to stronger Dutch disidentification. Furthermore, perceived group rejection is associated with increased ethnic minority and religious identification but also with decreased national Dutch identification. In addition, in Studies 1 and 2 the effect of perceived rejection on Dutch identification is (partly) mediated by minority group identification. The findings are discussed in relation to social psychological thinking about group identification, dual identities, and the importance of religion for intergroup relations.     

The moderating role of ethnicity in the relation between religiousness and mental health among ethnically diverse college students

Many studies have documented the links between dimensions of religiousness with mental health (e.g., Hackney and Sanders 2003; Mofidi et al. 2006). However, very little is known about whether these links differ across ethnic groups. This study examined the contribution of dimensions of religiousness to the prediction of mental health in an ethnically diverse sample of 413 college students (167 European Americans, 83 African Americans, 81 Asian Americans, and 82 Latino Americans). Results indicated significant ethnic differences across dimensions of religiousness. African Americans were significantly higher on religious engagement and religious conservatism than the other ethnic groups and significantly lower on religious struggle than European Americans. Moderated multiple regressions revealed that increases in religious struggle was associated with poorer mental health for African Americans and Latino Americans, while increases in religious engagement and ecumenical worldview were associated with better mental health for African Americans. The findings indicate that ethnicity is an important factor to consider when examining the link between religiousness and mental health.     

Developmental and social determinants of religious social categorization

The purpose of this study was to assess developmental and social determinants of the age at which children become aware that the social environment can be marked by categorization into religious groups and that those groups are associated with different religious beliefs. The results show that middle childhood is a critical period for this religious social categorization. Moreover, social factors play a role in the development. Religious categorization is likely to appear sooner in children attending heterogeneous schools than in those at homogeneous schools, and children from the minority religious group in the country understand religious categorization earlier than children from the majority group. However, no relation was found between the age at which religious categorization was understood and parents' religious socialization practices. This study is of both theoretical and practical interest: It complements what is already known about gender, race, and ethnic categorization by integrating developmental and social frameworks, and it can serve as a guideline for educational programs.     

Developmental and Social Determinants of Religious Social Categorization

The purpose of this study was to assess developmental and social determinants of the age at which children become aware that the social environment can be marked by categorization into religious groups and that those groups are associated with different religious beliefs. The results show that middle childhood is a critical period for this religious social categorization. Moreover, social factors play a role in the development. Religious categorization is likely to appear sooner in children attending heterogeneous schools than in those at homogeneous schools, and children from the minority religious group in the country understand religious categorization earlier than children from the majority group. However, no relation was found between the age at which religious categorization was understood and parents’ religious socialization practices. This study is of both theoretical and practical interest: It complements what is already known about gender, race, and ethnic categorization by integrating developmental and social frameworks, and it can serve as a guideline for educational programs.     

The Effect of Education on Nationalism and Ethnic Exclusionism: An International Comparison

In most studies on ethnic attitudes, a rather strong negative relationship has been found between educational attainment and positive ingroup attitudes (or negative outgroup attitudes). However, it is not well known to what extent this educational effect varies across different national contexts. This study investigated the effect of education on different dimensions of nationalism and ethnic exclusionism with the use of 1995 survey data gathered in 22 countries. Notions from socialization theory were used to test whether the educational effect varies according to the length of liberal-democratic tradition and the degree of religious heterogeneity within a country. Results indicate that educational attainment is strongly related to ethnic exclusionism as well as chauvinism, but not to patriotism. Moreover, the effect of education on ethnic exclusionism is smaller in recently established democracies. The hypothesis regarding stronger educational effects in societies with more religious heterogeneity was not supported.     

Ethnic identification,religious identity,and psychological well-being among Muslim and Christian Palestinians in Israel

This study examined relationships between ethnic identification, religious identity, and psychological well-being. The participants were 854 indigenous Israeli Palestinians, of whom 520 (36% males and 64% females) were Muslim and 334 (39% males and 61% females) Christian students, respectively. The sample ranged in age between 17 and 38 years, with a mean of 24.31 (SD = 4.43). Measures of Palestinian ethnic identity, religious identity, and psychological well-being were administered to study participants. The analysis revealed that, for each of the Muslim and Christian samples, Palestinian ethnic identity and religious identity were weakly positively correlated, a finding indicating a possible relative independence between these constructs. After partialling out the effect of age and religious identity, increased degrees of Palestinian ethnic identification linked to higher degrees of positive indicators of well-being and to lower degrees of negative indicators of well-being within each of the samples. These findings held, and were even more pronounced, in the case of religious identity, after controlling for age and Palestinian ethnic identity. The study concludes that religious identity may equal or exceed ethnic identity in importance as a feature of minority individuals’ self-concept informing their well-being.     

School Context and Ethnic Minority Adolescent Religiosity: A Longitudinal Study

Previous research has shown that ethnic school composition can have an impact on a number of outcomes for pupils. The influence ethnic school composition has on pupils’ religiosity, however, has not received much attention. Furthermore, the few previous studies that have examined this relationship have relied on cross‐sectional data, thus being unable to separate selection effects from causal effects. In this research note we use longitudinal data collected among pupils in the third (2011–2012) and sixth grade (2014–2015) of secondary schools in Flanders, the northern part of Belgium. We examine changes in religiosity among pupils using cross‐classified multilevel analyses. The results show that there is a positive impact of ethnic school composition on ethnic minority religiosity. This does not mean, however, that pupils become more religious in schools with a higher share of ethnic minority pupils. We rather see that a decline in religiosity among highly religious pupils is attenuated in schools with more ethnic minority pupils.     

中国西南少数民族的竹王神话与竹崇拜

中国西南少数民族世代相传的竹王神话,多维度反映出西南各族群的宗教观念。本文详细考察竹王神话的流播及其影响,分析西南少数民族宗教仪式所体现的竹崇拜。认为具有原始思维特色的西南少数民族竹王神话,蕴涵着西南少数民族自然崇拜、图腾崇拜、祖先崇拜的文化要素。竹王神话和竹崇拜长期影响着西南各族群的社会生活,其神话思维模式反映出各族先民的宗教情结和自然生态意识。