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中国道教学院本科教育培養方案

（试行）

一、培養目標

培养爱国爱教，拥护中国共产党的领导，遵纪守法，注重修持，能比较系统地掌握道教知識，具备一定的道教经典阐释能力的青年道教人才。

二、培養方式

1.全日制教学：立足學院教育，坚持道教传统修持，做好学院课堂教育；利用院外资源，理顺信仰与学术的关系。

2.提倡嚴謹的治學態度，堅持課堂教學與自學相結合，獨立思考。

3.堅持理論聯系實際，增強教育實效，不斷提高思想政治覺悟。

4.組織社會實踐、交流座談等活動，寫出實習報告，以培養分析問題和解決問題的能力。

三、學制专业

學制：四年，八个学期，包括复习、考试在内每学期18～20周。

專業：道教經義

四、課程設置

設政治課、文化課、專業課、講座課、實踐課。按每周30課時，每學期16教學周，7個學期計算，共計3360課時。政治課、文化課、專業課三者的比例約：1:2:7。

（一）政治課（必修）

1～8學期開設，內容包括：時事政治、政策法規、愛國主義教程等。

（二）文化課

1.基礎課（必修）

（1）古代漢語，1～4學期開設，教材：王力主編《古代漢語》全4冊。

（2）寫作，第5學期開設。

（3）英语，1～8 学期开设，教材：《新概念英语》全4册。

（4）中國哲學史，1、2學期開設，教材：馮友蘭《中國哲學史》上下冊。

（5）西方哲學史，5、6學期開設，教材：羅素《西方哲學史》。

（6）中國通史，1、2學期開設，教材：剪伯贊《中國通史》。

（7）世界通史，3、4學期開設，教材：

（8）宗教學概論，3、4學期開設，教材：呂大吉《宗教學通論新編》

（9）文獻學概論，5、6學期開設，教材：杜澤遜《文獻學概要》（修訂本）。

2.傳統文化修養課（選修）

（1）書畫，第1學期開設。

（2）音樂，第2學期開設。

（3）琴學，第2學期開設。

（三）專業課（必修）

1.精講部分

（1）道教經典：《道德經》、《南華經》（內七篇）等，第1、2學期開設，教材：《道德真經簡明教程》、《〈河上公章句〉評注》、陳鼓應《莊子今注今譯》。

（2）經典導讀：《重陽立教十五論》、《道門十規》、《坐忘論》、《護命經》等，第3、4學期開設，教材：《道教經典選讀-修心修身做事做人》。

（3）道教易學，第5、6學期開設。

（4）教理教義，3、4學期開設。

（5）道教曆史，1、2学期开设，教材：卿希泰主编《中国道教史》全4册。

（6）道教神學，3、4學期開設，教材：《道教神學教程》（內部）

（7）道教儀範，1、2学期开设，教材：《宫观仪范》（内部）。

（8）老莊思想概論，第7學期開設。

（9）道教養生，第5、6学期开设。

2.泛講部分

（1）道教勸善書導讀（感應篇、陰骘文等），第3學期開設。

（2）道教要經概述，第5、6學期開設。

（3）道教哲學，第7、8學期開設，教材：盧國龍《道教哲學》。

（4）道教文學，第8學期開設。

（5）世界主要宗教，第7學期開設。

（6）中醫基礎理論，第7學期開設，教材：《中醫基礎理論》，上海科學技術出版社。

（7）儒家经典：论语中庸，第5学期开设，教材：杨伯峻《论语译注》、杨文锦《大学中庸译注》。

（8）佛教经典：金刚经心经，第6学期开设，教材：陈秋平《金刚经、心经》。

（9）基督教、天主教經典：聖經選篇，第7學期開設。

（10）伊斯蘭經典：古蘭經選篇，第7學期開設。

（四）講座課（選修），第8學期開設。

道教戒律斋蘸科仪概论与道教音乐

中国古建筑基础知识诗词格律基础知识

（五）實踐課（必修），每日必修。

1.動功部分：太極拳、八段錦等。

2.靜功部分：圜堂靜坐等。

3.課誦：玄門日誦早晚課。

五、教學管理

（一）實行學分制管理，學生必須完成所規定的學分。

1.考核：分考試和考查，可采用閉卷、開卷、論文、口試等形式。其中，考試以分數計算，考查以優、良、中、差四等進行評定。

2.課誦、道風道貌列入考核內容。

3.每學期各科進行一次期末考試或考查。

4.每學年進行一次學習品德、修養評比。

5.考試成績在60分以上或考查成績在中等以上，爲合格。凡成績不合格者，可以補考一次。補考成績仍未達到要求者，按有關規定辦理。

（二）畢業論文

1.学习期满，完成培養方案所规定的课程学习，且成绩合格并达到所规定的学分，可撰写毕业论文。其内容为道教典籍、道教義理、道教曆史、道教養生、道教神学等方面的心得体会、认识及考证，字数不少于8000字。

2.畢業論文經學院“論文評定小組”審查合格者，准予畢業。

（三）組織領導

在中國道教協會和院長的領導下，由副院長主持日常工作，教務處、教研處、圖書館、辦公室向院長、副院長負責。

1.辦公室：負責與上級機關溝通與聯系、文件收發、檔案管理、人事管理、後勤等方面的管理工作。

2.教務處：負責招生管理、考核管理及學生管理等方面的工作。

2.教研處：負責制定教學計劃、安排日常教學工作（包括聘請學院外教師授課）等。

3.圖書館：負責圖書的借閱、收集、整理、保管、補充等方面的管理工作。

“Oh! my lord, my lord!” he gasped, and turned back into the room wringing his hands. The old man had passed away into the land of Peace and[245] Rest; had passed away with Esmeralda’s tear still glittering upon his face, with the smile which her kiss had awakened still lingering on his lips. Trafford leaned against the desk; he was feeling the sinking, exhausted sensation which comes from want of food, too many cigars, and much mental travail, and the clerk eyed him almost sympathetically. “As an Abbess of Montivilliers is not rigorously cloistered, my aunt, who was perfectly charitable and courageous, thought herself obliged to go out to the first court, and did so, at any rate with a cortège suitable to her dignity. The six men advanced to the table. The others gathered round and gazed excitedly over their shoulders. “I can lay no claim to Miss Chetwynde’s friendship,” said Trafford, trying to smile. me wild. I want to see the tropics. I want to see the whole world. There was a general exclamation of dissent, but the King replied— Kirby suggested, with a hesitation that was born not of insincerity but of delicacy, that they would be awfully glad to have him stop with them and help run the Circle K Ranch. But Cairness shook his head. "Thanks. I'll stop long enough to recall the old times, though I dare say it would be better to forget them, wouldn't it? Ranching isn't in my line. Not that I am at all sure what is in my line, for that matter." When these letters were published in America, their real character was concealed, and every means taken to represent them as official despatches to the officers of Government in England. The public rage was uncontrollable. A committee was formed to wait on Governor Hutchinson, and demand whether he owned the handwriting. Hutchinson freely owned to that, but contended very justly that the letters were of a thoroughly private character, and to an unofficial person. Notwithstanding, the House of Assembly drew up a strong remonstrance to the British Government, charging the Governor and Lieutenant-Governor with giving false and malicious information respecting the colony, and demanding their dismissal. This remonstrance, accompanied by copies of the letters themselves, was immediately dispatched over the colonies, and everywhere produced, as was intended, the most violent inflammation of the public mind against us. The Bostonians had for some time established what was called a Corresponding Committee, whose business it was to prepare and circulate through the whole of the colonies papers calculated to keep alive the indignation against the British Government. This Committee quickly was responded to by other committees in different places, and soon this plan became an organisation extending to every part of the colonies, even the most remote, by which intelligence and arguments were circulated through all America with wonderful celerity. But the most discouraging feature of this war was the incurable pride of the Spaniards, which no reverses, and no example of the successes of their allies could abate sufficiently to show them that, unless they would condescend to be taught discipline, as the Portuguese had done, they must still suffer ignominy and annihilation. Blake, who had been so thoroughly routed on every occasion, was not content, like the British and Portuguese, to go into quarters, and prepare, by good drilling, for a more auspicious campaign. On the contrary, he led his rabble of an army away to the eastern borders of Spain, encountered Suchet in the open field on the 25th of October, was desperately beaten, and then took refuge in Valencia, where he was closely invested, and compelled to surrender in the early part of January next year, with eighteen thousand men, twenty-three officers, and nearly four hundred guns. Such, for the time, was the end of the generalship of this wrong-headed man. Suchet had, before his encounter with Blake, been making a most successful campaign in the difficult country of Catalonia, which had foiled so many French generals. He had captured one fortress after another, and in June he had taken Tarragona, after a siege of three months, and gave it up to the lust and plunder of his soldiery. From Antwerp, which I could see clearly from the positions of the artillery near Waelhem, high columns of smoke rose up from the Belgian artillery, which was harassing the German positions. ‘Natur und Geist, so spricht man nicht zu Christen, Still, taking it altogether, the life of Aristotle gives one the impression of something rather desultory and dependent, not proudly self-determined, like the lives of the thinkers who went before him. We are reminded of the fresh starts and the appeals to authority so frequent in his writings. He is first detained at Athens twenty years by the attraction of Plato; and no sooner is Plato gone, than he falls under the influence of an entirely different character—Hermeias. Even when his services are no longer needed he lingers near the Macedonian Court, until Alexander’s departure leaves him once more without a patron. The most dignified period of291 his whole career is that during which he presided over the Peripatetic School; but he owes this position to foreign influence, and loses it with the temporary revival of Greek liberty. A longer life would probably have seen him return to Athens in the train of his last patron Antipater, whom, as it was, he appointed executor to his will. This was just the sort of character to lay great stress on the evidentiary value of sensation and popular opinion. It was also the character of a conservative who was likely to believe that things had always been very much what they were in his time, and would continue to remain so ever afterwards. Aristotle was not the man to imagine that the present order of nature had sprung out of a widely different order in the remote past, nor to encourage such speculations when they were offered to him by others. He would not readily believe that phenomena, as he knew them, rested on a reality which could neither be seen nor felt. Nor, finally, could he divine the movements which were slowly undermining the society in which he lived, still less construct an ideal polity for its reorganisation on a higher and broader basis. And here we at once become conscious of the chief difference separating him from his master, Plato. HoME 超鹏大香蕉伊人视频

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