【作者】 滕志妍；

【导师】 万明钢；

【作者基本信息】 西北师范大学 ， 教育学原理， 2009， 博士

【副题名】政策解读与案例透视

【摘要】 宗教和教育可谓一对“孪生姊妹”,它们在人类诞生之初就开始孕育,并在以后人类社会的发展中相互依存,无分彼此,它们一同为人的精神世界的进步发展和人类文明的传承延续发挥了巨大的作用。中世纪后期,商品经济的发展、文艺复兴运动、宗教改革和近代自然科学的进步深刻冲击了传统的宗教与教育关系,为教育走出宗教束缚提供了精神动力。在此基础上,启蒙思想家举起理性主义的大旗,向封建的教会势力、宗教教育展开了更为深刻的批判,试图建立一个以科学真理为基础的哲学体系和世俗的理性主义教育来填补被打倒的天主教神学与宗教教育。教育世俗化思想成为教育发展的主要导向。随着启蒙运动的展开和教会权威的衰落,教育事业开始逐渐由教会垄断转向由国家兴办。法国大革命的胜利开启了法国国家教育体制的先河,随后,英、德、美三国也在18世纪中后期开始了建立国家教育尝试,并都取得了符合各自国情的进展。到了工业时代,公立教育制度在这几个主要的资本主义国家建立起来,并占据了主导地位,学校中的宗教课程越来越少。但由于各国的历史文化背景不同、民族性各异、宗教问题差异较大,因此各国在教育世俗化过程中形成了四种不同的宗教与学校教育关系的模式:激进的排斥模式、温和的分离模式、积极的包容模式和协调的伙伴模式。随着科技的进一步发展和经济社会的全球化趋向的加深,当代西方国家的宗教与教育关系中出现了如何应对宗教多元化、宗教政策应当“左”还是右等新问题,各国政府及学者也对此提出了许多新的主张与对策。近代以来,受西学东渐及西方国家教育世俗化思潮的影响,中国政府在中国教育近现代化的过程中也采取了世俗化的教育路向。民国政府在中国历史上第一次建立了现代学校教育制度,引进了西方教育现代化过程中提出的教育制度世俗化思想,从而在法律法规上制定了适合我国当时情形的教育与宗教分离、宗教信仰自由政策,并在不同时期将其加以具体化。同时,民国政府又针对不同民族、不同宗教在当时的实际情况,对不同宗教与现代学校教育关系问题的处理采取了不同的具体政策模式,使宗教与学校教育关系呈现出一种多样化的模式。新中国成立初,各社会领域都发生了革命性的变革,宗教问题也不例外,在反帝爱国运动中推动了基督教、天主教“三自”革新运动,在藏传佛教、伊斯兰教中进行了宗教制度的民主改革。与此同时,在处理宗教与教育关系问题上,党和政府根据马克思列宁的宗教观和前苏联的经验,实行了彻底的教育与宗教分离政策。文革期间,在宗教问题上,中国经历了一个曲折的过程,付出了沉重的代价。新时期,党和政府经过深刻反思,科学总结,形成了中国化的马克思主义宗教观,理性地选择了教育的世俗化与信仰生活的个体化,把宗教信仰自由和教育与宗教相分离确定为我们的基本宗教政策和法律原则。随着宗教政策不断落实,宗教与教育之间的具体问题、具体任务也不断提出,推动了新时期宗教政策的不断完善与发展。实证案例的第一手材料更为丰富全面地呈现了当前我国的宗教与教育关系现状。我国中小学教育中没有单独开设的宗教知识教育课程,但在人文社科类学科中不同程度地包含着宗教知识的内容。一些基督教信仰的村落存在大量青少年学生上主日学的情况,他们具有双重叠合身份,既是普通学校合格的学生,又是主日学的“基督徒学生”。在现今藏族地区,寺院教育与学校教育之间仍然存在着一定的矛盾与冲突,一些青少年入寺学经而不上学校学习,藏族农牧民群众对现代学校教育的认识和了解匮乏、寺院教育的民族文化性优势等多种原因造成了这一状况。少数民族地区兴起的阿语学校是运用现代教育方法,民族宗教知识现代科学知识并重,中阿文并授的民办民族中等职业学校。它具有鲜明的两重性,既有回族伊斯兰文化教育的特性,又有现代教育的诸多特征,对回族教育需求的两极取向在诸多方面予以积极的调适。这四个案例所反映的我国宗教与学校教育之间的关系问题值得我们深思。综观近现代中西方国家的宗教与学校教育关系问题及其政策,借鉴众多西方宗教社会学家有关世俗化理论范式,本研究归纳出了世俗时代的宗教与学校教育关系模式,阐释了教育制度世俗化后宗教与学校教育之间非常复杂的关系。近现代中西方国家的宗教与学校教育关系政策现实地表明宗教越来越退出公共学校教育,成为私人领域中的私人事务,世俗化成为教育发展的历史趋势。但教育世俗化并非去宗教化,宗教作为人类社会的一种文化形式仍然广泛存在于学校教育中。因此,学校教育中的宗教问题依然会长期存在,这就要求社会各方需要对宗教与教育关系进行理性认识和思考,在世俗化取向主导下做出合理的安排、平衡与调适。一方面,不论在教育世俗化的道路上走多远,各国都得在公共学校教育中不同程度地保留宗教文化知识教育;另一方面,宗教与社会发展相适应是宗教本身在社会中生存与发展的要求。更多还原

【Abstract】 Religion and education can be described as a pair of twin sisters. At the beginning of human birth they start breeding, and in the future development of human society they are in the interdependent. They have played an enormous role in the progress of people’s spiritual world and the heritage of human civilization. At the late Middle Ages, the development of the commodity economy, the renaissance movement, the reformation and the progress of the modern natural sciences has profoundly impacted on the traditional relationship between religion and education, which provided a spiritual power for education freeing from the religious control. On this basis, The Enlightenment thinkers raised the banner of rationalism and launched a more profound critique against the feudalistic church influence and the religious education, they wanted to try to set up a scientific system of philosophy based on rational and secular education to fill the the catholic theology and religious education that have been overthrown.The thought of education secularization becomes the main guidance of the education development.With the unfolding of the Enlightenment and the decline of church authority, education began to shift from the church’s monopoly to the state’s running. The success of the French Revolution opened a forerunner of French national education system. Subsequently, Britain, Germany and the United States also began trying to set up national education in the late 18th century, and all of them made progress in line with respective national conditions. To the industrial age, the public educational system was established in these main capitalist countries, and they occupied a dominant position, at the same time, the religious curriculum in the schools become more and more less. But because of every contry has different historical and cultural backgrounds, different nationality and different religious questions, the various countries formed four different modes of the relations between religion and education. Such as radical exclusion mode, moderate separation mode, positive accommodate mode, coordinated partnership model. Along with technical further development and economic society globalization trend deepening, the relationship between religion and education of the contemporary western countries have emerged many new issues, such as how to deal with religious pluralization, religious policy should be“left”or the right questions and so on. The various countries’government and the scholars also put forward many new ideas and countermeasures.Since modern times,under the influence of the introduction of western learning to the east and the west nation-state’s ideological trend of education secularization, the chinese government also adopted the secularization education road to approach during the process of china’s education modernization.The Republic of China government established the modern school edition system first time in the chinese history, and introduced the educational system secularization thought which had proposed by the west contries in the education modernization process, thus formulated the policy of the separation of the education and the religion and the policy of religious belief freedom that is suitable on our country in the legal laws and regulations, and made it specialize. At the same time, the Republic of China government, in view of actual situation of different nationality and the different religion at that time, adopted the different concrete policy pattern to deal with the problem of different religions and their relations with modern school education, which made the relationship between religion and school education show a variety of mode.At the beginning of New China, various social domains had the revolutionary transformation; the religious question has not been exceptional, Christianity and Catholicism’s“Three-Self”innovation movement was pushed in the anti-imperialist movement, Tibetan Buddhism and Islamism had a democratic reform of religious system. At the same time, in handling problems of relations between religion and education, Chinese Communist Party and the government implemented the policy of separation of education and religion in accordance with the religious concept of Marxism-Leninism and the former Soviet Union’s experience. During the Great Cultural Revolution period, China experienced a winding process and paid a heavy price in handling problems of religion. The new time, after the profound reconsidering and the scientific summary, the party and the government has formed the Chinese Marxism religion view, and has rationally chosen the education secularization and the privatization of religious belief; put the religious freedom and the separation of religion and education as our basic religious policies and legal principles. With the continuous implementation of religious policy, the concrete question and duty also unceasingly proposed, which impelled the religious policy unceasing consummation and the development in the new time.The first-hand material of positive cases comprehensively and richly show present situation of our country’s relations between religion and the education. There is no single religious knowledge education curriculum in our country’s Elementary and Middle schools education, but the humanities and social science disciplines contain the content of religious knowledge to varying degrees. Some villages in the Christian faith exist the situation that massive children and youth students go to Christian“Sunday School”. These students have a dual reduplicated identity, not only are students in the ordinary school, but also are the“students”in the Sunday school. Nowadays,between the temple education and the school edition still has certain contradiction and the conflict at the Tibetan nationality areas,such as some young people would rather enter the temple than go to school, this situation is caused by a variety of reasons, such as the lack of awareness and understanding of Tibetan farmers and herdsmen to the modern school education, and the national cultural superiority of temple education etc. Arabic school in ethnic minority areas is a private nationality secondary vocational school that pays equal attention to the national religion knowledge and the modern scientific knowledge, and teaches Chinese and the Arabic together. This kind of school has a distinctive dual nature, that is to say, it has both the Islamic cultural education characteristics and the many features of modern education, which gives a positive adjustment to bipolar orientation of the Hui educational needs in many aspects. The question that the four cases have reflected the relation between religion and the school education in our country is worth us thinking deeply.After comprehensively researching the relations and policy between religion and school of the modern main western countries and China, and at the basis of the paradigm of many western religious sociologists’secularization, the study summarized the model of the relation between religion and school education in the secular age, and explained a very complex relation between the religion and school education after the secularization of educational system. Policies about the relation between religion and education that is made by modern western countries and China realistically show that the religion gradually goes out of the public schools and become a private things, and secularization becomes a historical trend of the educational development. But secularization of educational system is not non-religious; religion as a culture of human society is still widely exists in the school education. So the religious problems in the school education will continue to exist for a long time, this requires that all sectors carry out rational and consider the relation between religion and education, and do a reasonable arrangement, balance and adjustment under the guidance of secular orientation. On the one hand, regardless of going on how far the road of educational secularization, all countries has to retain religious cultural and knowledge education in the public school education in varying degrees; On the other hand, that the religion adapt to the social development is the requirements of religion own In order to survive and develop in society.更多还原