国学与和合学

当今,人类共同面临的是一个病态的世界,是一个充满着错综复杂的冲突和危机的世界。概而言之,人与自然、社会、人际、心灵、文明之间的冲突带来生态、社会、道德、精神和信仰以及价值危机。人类的这些病态不是在减少,而是在扩大,世界上任何地区、国家、民族、宗教以至个人,都在深受其害。依据中华民族五千多年来特别丰富的国学人文资源,以及人与自然、社会、人际、心灵、文明之间交往所积累的宝贵经验和智慧主体卓越的洞见,可以提出国学和合学的和生、和处、和立、和达、和爱五大原理,作为化解人类病态、建构和谐世界的基本原理。     

地方知识与全球视野:21世纪宗教知识分子的责任

秉持开放,了解多元,不以自己狭隘的观点强加于人,才能推动文明之间的对话。文明对话的先决条件首先是聆听,最基本的要求是容忍对方;其次是承认对方,承认才可能有尊重,有了尊重才可能把对方当作自己的参照,才能把对方当作学习的对象,才能尊重对方。对话的目的是扩大自己的视野,加强自己的反思反省能力,实现社会和谐与世界和平。     

Principles of Participatory Communication Reconceptualised for Instructional Corporate Social Responsibility Communication

One of the main aims of corporate social responsibility (CSR) is to contribute to sustainable development, and effective communication is imperative in reaching this goal. When the aim of communication is to contribute to sustainable development, it falls within the field of communication for social change, where the participatory approach is the norm. However, the context of instructional CSR communication poses challenges to the traditional conceptualisation of the participatory approach. This creates a need to reconceptualise the participatory approach for instructional CSR communication contexts. A literature review identified four main principles of the participatory approach (dialogue, participation, cultural identity, and empowerment) and illustrated how they are traditionally conceptualised. The empirical study focused on two companies’ CSR programmes where agriculturists were assisting emerging farmers with training, skills development and mentoring. Sixteen semi-structured interviews with farmers and agriculturists were conducted to determine the applicability of the theoretical principles as traditionally conceptualised for this context. We argue that beneficiaries may not be able to participate as equal partners in all aspects of the CSR initiative from the beginning (as traditionally assumed), but that they should, through their involvement, be empowered to participate more meaningfully in later stages even though power will remain largely with the company.     

How many truths are there? Reconciliation and agonistic dialogue in the former Yugoslavia

ABSTRACT

In this paper, we offer a possible interpretation of reconciliation in the former Yugoslav area. In a conflicting past and not-reconciled region, it is presumed that the truth should be the main pillar of reconciliation. However, according to our empirical analysis of 146 reconciliation projects implemented in the period between 2002 and 2015, there are many interpretations of truths in the region which are opposed to each other. These interpretations are the result of different national political constructions, supported by the dominant structures of the societies in question. Accordingly, instead of insisting on a single factual truth, we propose the introduction of the ‘agonistic dialogue’ principle, where multiple truths would coexist, thus turning former war enemies into political adversaries in the post-conflict setting.     

Changing consciousness: autoethnographic mapping in a dialog group

This article introduces a pedagogical tool for raising critical consciousness and nurturing resistance to discrimination. ‘Autoethnographic mapping,’ integrating guided cognitive mapping and autoethnographies, has been implemented for a decade now within the framework of a college course occasioning dialogue between Palestinian Arab and Jewish students in Israel. Participants using the tool in an extended encounter between students from groups embroiled in political conflict have begun to theorize the microgeogrpahies and stories of their everyday existence, gaining nuanced, non-standard insights into how conflict informs lives and selves. Employing the technique in the contact zone of guided encounters, students tend to re-inscribe identities upon a socio-political context, discovering the fluidity of belonging and destabilizing discursive structures. The paper outlines the course, sketches the tool and its theoretical underpinnings and describes some of the results it’s achieved through a spectrum of illustrative instances.     

Socrates behind bars: a report on an experimental course on justice and philosophy

This paper describes a particular educational experience: a course that took place in prison involving law students and inmates. One of the co-authors was the leading instructor in the course, whereas the other played an active role during its design and implementation. Social prejudices and taboos on crime, criminals and prisons offer a simplistic, biased and altogether negative image of penal institutions and those involved in them. This picture pervades society in general, and the legal professions in particular. The course described in this paper is aimed at bridging the gap between inmates and future lawyers by bringing them together into the same classroom to think and reflect collectively. The method used was the Socratic dialogue, in which the professor acted as a “spiritual midwife” encouraging dialogue and debate around fundamental issues such as truth, fear, happiness, respect, responsibility, justice, and so on. During each session, participants explored these concepts in depth, and had the opportunity to gain a better understanding of the other’s point of view. The ultimate aim was that upon completing this course both groups could have a better understanding of each other’s realities. This paper is based on the personal accounts of the participants in the course, including professors and students (both law students and inmates). The methodology is qualitative and phenomenological, and its value lies in the singularity of the experience. Drawing on the theory of justice of Amartya Sen, we identify this course as a non-transcendentalist and non-institutionalist approach to justice, exploring the role that emotions play in it. In the conclusions we express our belief that by thinking together and trusting each other students and inmates can open themselves to a logic of cooperation that connects both with a broader sense of justice and the enhancement of democracy.     

后现代公共行政理论及其应用

美国学者福克斯等人提出的后现代公共行政理论是后现代公共管理理论中的先锋派。后现代公共行政理论采用后现代解构主义的方法对现有公共行政模式即官僚制以及其替代模式进行了全面的解构,并在此基础上提出了自己的建立在真实、真诚、诚实和坦诚的对话基础上的话语理论。该理论不仅为克服西方行政理论的自由主义与社群主义的两难选择开辟了新的途径,而且也对徘徊于传统与现代之间的当今中国行政体制改革具有重要的启示意义。     

Religion, Dialogue, and Non-Violent Actions in Palestinian-Israeli Conflict

This article examines the potential constructive role that religious peace builders can play in contributing to Palestinian-Israeli reconciliation and peace. An interfaith setting is a space in which believers from various faith groups come together to explore not only their similarities and differences, but also how they can promote peace in the harsh reality of violence. In such encounters, there is a wide range of interfaith dialogue activities and possibilities that can be deployed. Based on applied training and interfaith dialogue workshops and experiences, this article proposes a framework for conducting interfaith dialogue among Muslims, Christians, and Jews in Palestine and Israel.     

共青团开展社会协商对话中的协商民主

中国共青团的性质和地位决定了其具有开展社会协商对话的职能,共青团各级组织积极参与社会协商对话,开展了极有效的协商对话活动:团的工作决策、青年关心的社会问题和自身的利益等等。通过协商对话最大限度实现了协商民主,进而推动了青年的参与和民主意识,促进了青年的民主政治的进程。多年来,中国共青团开展的社会协商对话促进了协商民主在中国的发展。     

YES PM: Years of Experience in Strategies for Peace Making

From the signing of the Oslo Peace Accords in September 2000 to the eruption of Al Aqsa intifada in September 2000, the international community allocated an estimated $20–25 million for people-to-people (P2P) projects. Since September 2000, almost all P2P projects came to a halt. Many people have asked why this had to happen? Why did the P2P projects cease to work when they were needed the most? Why did the P2P projects fail to produce the desired goals? How could P2P projects have greater impact? Why are some activities continuing, while others have ceased? This article will attempt to deal with these questions. It is based on a research project that involved Israeli and Palestinian non-governmental organizations (NGOs) and Civil Society institutions; Israeli, Palestinian, and international academics; and other expert conflict resolution and conflict prevention practitioners. A joint team of Israeli and Palestinian researchers was appointed to conduct a comprehensive assessment of the P2P process; two workshops were held to conduct subjective analyses of the P2P process from its start until today. An interactive web site was also produced, and some 40 interviews were conducted with initiators and implementers of P2P projects. We present here the findings of this study.