In pursuit of a historical tradition: N. A. Rozhkov’s scientific laws of history

Despite all that has been written about Russian historiography and how it profoundly changed after the Bolsheviks seized power in 1917, very little is known about the historical tradition immediately before the Soviet era. This article attempts to begin to address this issue by examining the major forces that shaped the historical and sociological thought of Nikolai Alesandrovich Rozhkov (1868–1927). It argues that as Kliuchevskii’s successor and as the first professional historian to eventually present a Marxist analysis of Russian history, Rozhkov was not only the most important historian at that time but one whose work best represented the most significant transition in Russia’s historical tradition. The article concludes that an examination of Rozhkov’s historical methodology offers a new interpretation of the origins of Soviet historiography.

冯友兰先生的《中国哲学史》：“同情之了解”与新儒学

冯友兰先生先以中国哲学史家名于世。两卷本《中国哲学史》是其成名的代表作。《中国哲学史》有很多特点,其中最主要的即是"同情之了解"与"新儒学"。"同情之了解"不仅是冯先生成功写作《中国哲学史》的原则和方法,而且也是我们今后弘扬中国优秀传统文化所不可或缺的原则与方法。冯先生后来又成了一位著名的新儒家。作为中国现代学术思潮中新儒家的一位典型代表,冯先生本人以及一般论者都公认为应以其"贞元六书"的"新理学"哲学体系为代表。文章赞同这个共识,但想补充一点,即广而言之,似乎也可以包括冯先生所著的两卷本《中国哲学史》在内。文章从其目录、内容、审查、批评、自觉与自白和"贞元六书"多方面进行了探索与论述。     

Engineering Ethics and Identity: Emerging Initiatives in Comparative Perspective

This article describes and accounts for variable interests in engineering ethics in France, Germany, and Japan by locating recent initiatives in relation to the evolving identities of engineers. A key issue in ethics education for engineers concerns the relationship between the identity of the engineer and the responsibilities of engineering work. This relationship has varied significantly over time and from place to place around the world. One methodological strategy for sorting out similarities and differences in engineers’ identities is to ask the “who” question. Who is an engineer? Or, what makes one an engineer? While engineering ethics has attracted little interest in France and formal education in the subject might be seen as redundant, German engineering societies have, since the conclusion of World War II, demanded from engineers a strong commitment to social responsibility through technology evaluation and assessment. In Japan, a recent flourishing of interest in engineering ethics appears to be linked to concerns that corporations no longer function properly as Japanese “households.” In each case, deliberations over engineering ethics emerge as part of the process through which engineers work to keep their fields in alignment with changing images of advancement in society.     

Spiritual development in church schools—a survey of Welsh head teachers’ perceptions

A questionnaire to assess views about spiritual development was completed by 112 of the 174 head teachers of church primary schools in Wales. The findings indicated that despite the seemingly ambiguous nature of the term ‘spiritual development’, head teachers had clear views about its meaning. While most head teachers emphasised the need for pupils to engage in their own personal spiritual search, their views differed in the extent to which they felt that promoting spiritual development meant encouraging pupils to adopt Christian beliefs. While the age and sex of head teachers was found to have no significant impact on their views; and the location and category of the school for which head teachers were responsible had only a limited impact on their view, the language of the school and the religiosity of the head teacher had a considerable impact on views regarding these matters.     

Online disinhibition: heightened potential for professional conduct issues among clergy in the Church of England?

This article identifies the potential of online social networking encounters to heighten the risk of professional conduct issues among clergy in the Church of England. It first considers the difficulties in establishing what constitutes inappropriate conduct for clergy working in complex twenty-first century contexts, and then goes on to suggest that the online disinhibition effect might form a significant factor in problematic online encounters, drawing on the work of psychologist John Suler, and other previous research. It then considers the question of how online identity might mesh or jar with embodied identity for clergy, and concludes that awareness of the online disinhibition effect coupled with conscious integration of online involvements into their broader support networks, rather than compartmentalising them, form useful ways for clergy to undermine toxic online disinhibition.     

The Judas Within: A Look at the Sexual Abuse Crisis in the Catholic Church

Drawing from normal accident theory, high reliability theory, and systems theory, we analyze the Charter for the Protection of Children and Young People that is promulgated by the United States Conference of Catholic Bishops in response to the sexual abuses of minors by clergy members. Although the Charter is a step in the right direction, there remain some areas that require immediate attention. In spite of the goodwill processes, the safety of minors must remain the concerted efforts and responsibilities of individuals at all the various levels if the Catholic Church is to prevent further cases of abuse from happening.     

Approaching the rasa-lila of ‘great men': interlinking Western ‘intuitive’ theologies with traditions of Bengal in the Brahmo Samaj

Abstract

Among contemporary sociologists who critically analyze the specific structure and dynamics of current or ‘late-modern’ societies, it is very common to refer to processes of increasing individualization as an explanation for larger social trends. Presuming a Protestant Christian genealogy for processes of individualization they tend to underemphasize the extent to which modern constellations are indebted in various ways to imperialism and the colonial encounter. To approach the complicated issue of encounter and mutual interferences, first an understanding of the categories involved in the interaction from within the traditions of the colonized is necessary. Only then will we be able to determine the way in which concepts of the colonizers were interpreted, understood, and appropriated. This essay aims to show that links were drawn between the global discourse on an experiential approach to religion, emphasizing the ‘Self,' and regional Vaishnava bhakti traditions of Bengal in the Bharatbarsiya Brahmo Samaj. This phase of increasing religious individualization with its focus on reliance on the ‘Self’ also contributed to preparing the ground for nationalistic readings of Indian traditions.     

Religious education programme of the Catholic Church in Hong Kong: Challenges and responses since 1997

The Catholic Church, the largest school-sponsoring body in Hong Kong, is a major provider of religious schools and educational programmes. In 2006, the Catholic Diocese released its first centralised and comprehensive curricular document concerning religious and moral education (RME) in Catholic schools. Taking this programme as a reflection of the Church’s response to the challenges of a changing social milieu, severed church–state relations and shortcomings in Catholic education in post-1997 Hong Kong, this article reviews the framework and principles of the new curriculum. While retaining strong religious elements in its curriculum, the Catholic Church has widened and re-oriented its programme, and re-designed the contents and pedagogical methods. The new programme is characterised by adjustment and differentiation, upholding Christian faith, and selective absorption of Chinese culture. This article also discusses problems in the implementation of the new programme, including organisational compartmentalisation and an underdeveloped political dimension in the content.     

The Council of Newton: A Pedagogical Exercise for Understanding Conceptual and Historical Difference with Respect to Intra‐Religious Notions of Divinity

In this essay, I examine the following pedagogical question: how can we unlock students' mistaken notions that religious “traditions” are monoliths, and instead help them to recognize, puzzle over, and appreciate the complex multiplicity and vibrant set of doctrinal and ritual conversations that characterize religious traditions? More specifically, how can we teach students to recognize these differences with respect to a religion's notions of god? And how can we do so even when students are particularly stuck on, invested in, or trained to see homogeneity? In answer to these questions, I present an exercise that I have used in my World Religions courses. This exercise – which I call the “Council of Newton” (named for the building in which I first taught it) – is particularly effective because it helps students uncover and wrestle with this diversity at two levels: conceptually and historically.