对大学生信仰教育问题的思考

信仰是对某种主张、学说、主义、某人或某物的极度信服和尊崇,具有个体性、超越性、稳定性和神圣性等特点。加强大学生信仰教育,一要转变信仰教育的传统思维模式,承认信仰多样性的必要性,明确信仰教育的超越性;二要转变信仰教育的传统教育模式,注重大学生身心特点,确立信仰教育的有机体系;三要净化信仰教育的外在环境,加强家庭、学校、社会的有机协调,分辨和利用网络环境,转变校园文化的功利性。

信仰教育:德育的新视野

中国德育的弊端之一是对于核心价值或终极价值问题的实践和理论上的回避。“价值无根性”的弊端已经导致了德育实效上的“实质性低迷”。走出德育“实质性低迷”的关键之一是实现信仰教育与道德教育的正确连接 ,建立道德学习主体的价值内核。

知识教育的现实困境及其超越——兼论现代语境下青少年信仰教育何以可能

信仰是一种形而上、超越性、彼岸性的存在，表达了对人的价值追求、存在方式、生命理想的终极关怀。在工具理性至上、功利主义盛行的现代语境下，知识教育占据绝对统治地位，信仰教育成为可有可无的东西，导致青少年信仰教育的缺失。对此，我们应当在知识教育基础上拓展教育的人文内涵，开辟由知到智、由智到德的生成路径，实现知识教育和信仰教育的无缝衔接。

Teacher Spiritualism： The Vocation Within

Ancient civilizations adopted an early education system that included religion as an integral part of its focus. For this reason, priests, monks, and other people of faith, were trusted with the important task of educating their community and instructing them in the values, beliefs, and norms of their society. As time passed, public education continued to evolve to keep up with the societal demands to the point that education and religion were not longer connected. Simultaneously, professionals in the education field have also changed and educators are no longer required to be people of faith. However, considering that the mission of education has remained the same, it would be unrealistic to consider teachers as unspiritual individuals regardless of their religious beliefs and affiliations. This paper explores the idea that educators are innate spiritual individuals who strive to perpetuate the norms, values and virtues of their society. In addition, this article presents the concept of teacher spiritualism as a contemporary reality of our teachers and our educational system.