An Annotation of Language Teacher Beliefs in View of Educational Culture

The research on foreign language （FL） teachers＇ cognition and its development has been attracting attention in the field of applied linguistics. However, the gap between teaching theories and truths, teacher beliefs and behaviors can only be annotated by an in-depth investigation of belief determinants （BD） that are shaped by specific educational culture. Based on an investigation of language teacher beliefs, this paper is an annotation of language teacher beliefs in view of educational culture. By using both qualitative and quantitative methods of interviewing forefront teachers and making a literature review, it intends to reveal the dynamic nature of teacher beliefs as the teaching reality in view of the impact and significance of educational culture. It hammers home with the conclusion that the teachers-role-fulfillment in China is based on their real beliefs and loaded with cultural, social, and subject pressure; it is not a lincal impartment from theory to practice, from advocating to implementing, but a selective practice with teachers＇ active cognition and adaptation towards the local educational culture.

原典研究与现实观照——读程恭让教授新著《佛典汉译、理解与诠释研究》

程恭让教授的新著《佛典汉译、理解与诠释研究——以善巧方便一系概念思想为中心》于2017年12月由中国社会科学出版社出版。这部煌煌93万字的巨著,分上、下两卷,以佛教思想史研究为基础,以善巧方便一系概念思想为中心,以佛典汉译、理解、诠释问题为切入点,对大乘佛教的思想实质、中国佛教思想创造活动的进程与规律、近现代中国佛教的转型发展等问题,进行了深入讨论,在选题、视野、方法、观点等方面呈现出强烈的学术个性与创新价值,其中问题意识的突出和方法论上的创新尤其令我赞叹。近现代佛教的研究是程恭让教授从学生时代开始就始终坚持的一个主要方向。在对杨文会、太虚大师、欧阳竟无、印顺法师、星云大师等近现代佛教高僧大德的研究中,他一直关注和思考一个重要问题,即近现代佛教转型改革的经典依据和未来出路在哪里。