Teaching an Introduction to the Global Philosophy of Religion

Currently, the recent history of the field shapes the content of introductions to the philosophy of religion. In order to substantively engage students, whose experiences and destinies are already shaped by global realities, such teaching must undergo revision. A shift from introducing philosophical theology towards active learning analyses of ostensibly religious phenomena is the means by which the field can regain its relevance for students. This article first explores the rationale for teaching differently, and then works out a pedagogy that has students themselves practicing a global philosophy of religion.     

Do Creative Thinking and Creative Problem-Solving Have a Place in Counseling Curricula?

As counseling curricula evolve in future years, the idea of including the topics of creative thinking and problem-solving in coursework is explored by the researcher. These domains, along with the broader topic of creativity in general, are embedded in the counseling process and many of its theories. Reasons for consideration are discussed, including the importance of creativity to the counseling profession, the relationship between wellness and creativity, and the spanning of creativity across cultures.     

心理学“知-行-信”课程思政模式的理论基础与实践路径

为了探索解决当前课程思政中专业教学内容和思政元素融合不足问题的途径,本文在分析心理学课程思政特点的基础上,基于传统的知行观、知信行理论和态度形成与改变等理论,构建出具有心理学特色的“知-行-信”课程思政实践模式,为心理学科和其他相关学科的课程思政建设提供参考。     

从张之洞、吴汝纶经学课程观看清末儒学传统的中断

清末新政教育改革使传统上处于核心地位的经学课程失去其重要地位 ,致使儒学面临中断的威胁 ,这是与权力中心接近、受经学熏陶的官绅亲手从正反两面促成的 ,他们在情理上必然处于紧张对立状态 ,在理性上吸收西方知识 ,在情感上对经学依恋不舍。通过对历史发展的理论预设和对张之洞、吴汝纶经学课程设置观的典型分析 ,既可以揭示他们心理趋向的异同 ,也可以反观中国近代文化发展的内在线索。     

西方德育课程思想演变的基本理路

西方德育课程思想历史发展呈现出一种辩证否定的自然历史发展过程,探讨西方德育课程思想发展的历史演变,分析其基本特征和局限,对我国当前思想道德建设,特别是学校思想道德教育,具有重要的借鉴和启示价值。     

Biblical stories removed,Christian beliefs retained: religious elements in the life education curriculum of Hong Kong’s Methodist Church primary schools

ABSTRACT

The Methodist Church of Hong Kong has promoted a life education programme since 2004, and has progressively applied it in all affiliated schools. This article analyses the characteristics of the latest primary school life education curriculum compiled by this Christian school sponsoring body. There are three significant findings: 1) religious elements remain rich in the four strands of life education the Universe, oneself, other people, and environment; 2) biblical stories have been removed, but Christian beliefs are integrated into the curriculum materials and summaries in terms of Christian role models and the Holy Scriptures, in order to develop students’ relevant values, good character and positive attitudes towards life; and 3) the importance of prayer as a religious practise for action. The intended curriculum demonstrates how religious elements like Christian beliefs can be applied in secular education to build students’ sense of meaning and purpose in life.