宗教與教育的關係 更多文章

本文想探下列五個子題：一、宗教與人生；二、宗教信仰與理性及教育；三、宗教教育的意識型態分析；四、宗教教學與宗教灌輸；五、天人合一的宗教教育。古往今來，有關宗教的討論，最容易引起爭議。如今，要評析宗教與教育的關係或宗教教育的內涵，更加複雜困難。我國教育理論界一向較忽視這個論題的研究，此次中日教師同仁期聚一堂，不畏這個論題的複雜困難，共同研討切磋，如能獲得若干共識與結論，將有助於宗教教育理論的拓展與實務的規畫。

This paper， originally texts both in Chinese and Japanese， as a keynote speech， was presented at the 18th Sino-Japanese Teachers Symposium in Tokyo in May 1992. The purpose of this paper is tried to interpret the positive and negative meanings of religious beliefs and their applicability and practicability in education. There are roughly five sections in this papers. First， inquiring into religion in life. This paper tries to define clearly the concept of religion and religious faith in general；moreover， it also clarifies the positive and negative functions of a religious faith or belief in a personal or socio-cultural life. Secondly， investigating the relations between religion and reason as well as education. This paper critically expounds the relations， to paraphrase Locke’s argument， between faith and reason， namely， faith according to reason， faith contrary to reason， and faith above reason. Furthermore， a favourable belief， it is argued， in a sound religion should be reasonable and practicable in daily life， otherwise， it is unreasonable and impracticable， therefore， miseducative. Thirdly， probing into ideological critique of religious education. Roughly speaking， there are four kinds of ideologies concerning religious schooling， i.e. fundamentalism， liberalism， liberationism and nihilism. Religious fundamentalists definitely affirm the absolute necessity and positive function of religious education as a course in schools；conversely， religious nihilists absolutely deny and reject any positive meaning of RE in schools；and the in-betweens， religious liberatlists and liberationists， advocate a positive and a negative value-neutrality of RE in schools， respectively. Finally， propounding a cosmic harmony between the Heaven（the nature and supernature） and the Man. In concluding remarks， this paper strongly maintains that love and peace rather than hate and war among all peoples and nations should be the mundane ideal and actions for believers and non-believers. It is I think a faithful and meaningful common worship for any religions and secular schooling， especially for a universalizable religious education， if any.