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譚偉光. / "2003年8月" / 論文 (神道學碩士)--香港中文大學, 2003. / 參考文獻 (leaves 58-61) / "2003 nian 8 yue" / Tan Weiguang. / Lun wen (shen dao xue shuo shi)--Xianggang Zhong wen da xue, 2003. / Can kao wen xian (leaves 58-61) / 前言 --- p.1 / Chapter 1. --- 約翰衛斯理對貧窮的分析 --- p.6 / Chapter 1.1 --- 失業 --- p.8 / Chapter 1.2 --- 酗酒 --- p.10 / Chapter 1.3 --- 奢侈 --- p.11 / Chapter 1.4 --- 其他 --- p.12 / Chapter 2. --- 約翰衛斯理的扶貧實踐 --- p.15 / Chapter 2.1 --- 牛津「循道友」時期（1725-1738) --- p.15 / Chapter 2.2 --- 循道衛理運動時期（1738-1791) --- p.19 / Chapter 2.2.1 --- 小團及班會在扶貧實踐的角色 --- p.23 / Chapter 2.2.2 --- 扶貧實踐的政治層面 --- p.25 / Chapter 2.2.3 --- 破除傳統觀念 --- p.27 / Chapter 2.2.4 --- 三大原則：盡力賺取、盡力儲蓄、盡力施予 --- p.30 / Chapter 3. --- 約翰衛斯理扶貧實踐的神學基礎 --- p.34 / Chapter 3.1 --- 恩典與善功 --- p.34 / Chapter 3.2 --- 愛上帝及愛鄰舍 --- p.38 / Chapter 3.3 --- 社會聖潔 --- p.40 / Chapter 3.4 --- 選擇貧窮人 --- p.42 / Chapter 4. --- 約翰衛斯理扶貧實踐對現代的啓迪 --- p.45 / Chapter 4.1 --- 與貧窮人相遇 --- p.46 / Chapter 4.2 --- 對現實處境的重視 --- p.48 / Chapter 4.3 --- 從社會關懷到社會行動 --- p.50 / 結語 --- p.54 / 參考書目 --- p.58

鄧偉生. / "2001年9月" / 論文 (哲學碩士)--香港中文大學, 2001. / 參考文獻 (leaves 69-72) / 附中英文摘要. / "2001 nian 9 yue" / Deng Weisheng. / Lun wen (zhe xue shuo shi)--Xianggang Zhong wen da xue, 2001. / Can kao wen xian (leaves 69-72) / Fu Zhong Ying wen zhai yao. / 摘要 --- p.1 / Chapter 第一章： --- 導論 / Chapter 1.1. --- 契約論式的道德理論 --- p.1 / Chapter 1.2. --- 本論文的主題 --- p.5 / Chapter 第二章： --- 道德的範圍與道德的行動者 / Chapter 2.1. --- 廣義與狹義的「道德」 --- p.9 / Chapter 2.3. --- 道德行動者 --- p.13 / Chapter 第三章： --- 契約主義的結構 / Chapter 3.1. --- 合理性 --- p.17 / Chapter 3.2. --- 一般理由與道德原則的無偏私性 --- p.22 / Chapter 3.3. --- 合理的反對 --- p.25 / Chapter 3.4. --- 非個人價値不能作爲一般理由 --- p.27 / Chapter 3.5. --- 處境較差者是否具有優先性 --- p.30 / Chapter 3.6. --- 總計與契約主義 --- p.33 / Chapter 3.7. --- 總結 --- p.40 / Chapter 第四章： --- 契約主義的困難與相對主義 / Chapter 4.1. --- 契約主義的困難 --- p.41 / Chapter 4.2. --- 契約主義與相對主義 --- p.51 / Chapter 4.3. --- 總結 / Chapter 第五章： --- 結論 --- p.64 / 參考書目 --- p.69

This thesis tries to bring together al-Ghazali's thoughts about different aspects of education, scattered in numbers of works of different kinds and aims at presenting his educational theory in its complete picture. His life, his intellectual career, his mental crises, as well as the solution to these crises were deeply influential in the formation of his educational thought; and it appears that al-Ghazali was remarkably successful in absorbing the conflicting schools of thought of his time. The theoretical aspect of his educational thought consists of a psychology that focuses on a series of mental operations by which man attains knowledge. Being a Sufi, al-Ghazali holds that knowledge can be attained through either sensual-rational or purely spiritual ways, believing the latter to be the source of true knowledge. Consequently, in his classification, he places spiritual sciences over the rest of the sciences. The practical aspect of his thought concerning education centers on the duties of student and teacher which must be fulfilled to ensure the success of the learning process.

Thesis (M.Phil.)--Hong Kong University of Science and Technology, 2008. / Includes bibliographical references (p. 85-90).

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