發(fā)布時(shí)間：2018-03-02 16:07

  本文選題：盧梭　切入點(diǎn)：天性　出處：《教育研究與實(shí)驗(yàn)》2017年04期 　論文類型：期刊論文

【摘要】：在傳統(tǒng)教育中,人的天性被社會(huì)、文化及其代表者  君親師等  所奴役和扭曲。而在盧梭的教育學(xué)體系里,人的天性成為教育的主人。這正是教育思想史上的"哥白尼式革命"。盧梭發(fā)現(xiàn),人自身的自然(即天性)是教育背后的"立法者"。這一發(fā)現(xiàn)對(duì)后世影響甚巨。杜威將盧梭教育學(xué)的基礎(chǔ)觀念和根本立場(chǎng)界定為"教育即自然發(fā)展",并認(rèn)為"從盧梭那時(shí)以來(lái)教育改革家們所最強(qiáng)調(diào)的種種主張,都源于這個(gè)概念";杜威的"教育即生長(zhǎng)"這一命題也不例外。"教育即自然發(fā)展"可視為教育的"自然法"。研究教育學(xué)的哥白尼式革命,對(duì)于把握西方現(xiàn)代教育學(xué)的內(nèi)核,對(duì)于告別傳統(tǒng)教育學(xué)范式,以實(shí)現(xiàn)教育學(xué)范式的現(xiàn)代轉(zhuǎn)型,具有重要意義�，F(xiàn)代教育學(xué)體系在中國(guó)文化中亦能找到根基,中國(guó)的天人合一學(xué)說(shuō)可與盧梭教育學(xué)相互支持、相互支援�，F(xiàn)代教育學(xué)體系能否在中國(guó)文化中生根?是不為也,非不能也。
[Abstract]:In traditional education, human nature is enslaved and distorted by society, culture and its representatives, such as monarch, father, teacher, etc. In Rousseau's pedagogy system, Human nature is the master of education. This is the "Copernican Revolution" in the history of educational thought. Rousseau discovered, Man's own nature (that is, nature) is the "legislator" behind education. This discovery has a great impact on later generations. Dewey defines Rousseau's basic concept and position of pedagogy as "education is natural development" and holds that "from Lu" The ideas that have been most emphasized by educational reformers since then, Dewey's proposition "Education is growth" is no exception. "Education is natural development" can be regarded as the "natural law" of education. The Copernican revolution of pedagogy studies the core of modern western pedagogy. It is of great significance to say goodbye to the traditional pedagogy paradigm in order to realize the modern transformation of pedagogy paradigm. The modern pedagogy system can also find the foundation in Chinese culture, and the Chinese theory of the unity of nature and man can support Rousseau's pedagogy. Support each other. Can the modern pedagogy system take root in Chinese culture? It is not for it, it is not for it.
【作者單位】： 華東師范大學(xué)教育學(xué)部;
【基金】：國(guó)家社會(huì)科學(xué)基金教育學(xué)類一般課題“兒童教育的現(xiàn)代立場(chǎng)和現(xiàn)代觀念研究”(BAA140011)的研究成果之一
【分類號(hào)】：G40

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1 孔波;韓佩明;;那些“被教育”的故事[J];天津教育;2010年09期

2 張曉鵬;;中國(guó)教育仍要進(jìn)行哥白尼式的革命[J];上海教育;2009年08期

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本文編號(hào)：1557216