“有教无类”的是与非

发布时间：2017-12-28 07:38

本文关键词：“有教无类”的是与非　出处：《学术界》2015年12期 　论文类型：期刊论文

【摘要】："有教无类"是孔子重要的教育思想。但如何解释和评价"有教无类",历来是仁者见仁,智者见智。有从接收教育对象的视角解释的,有从施教过程的层面理解的,有从教育结果的角度论说的,各不相同。由于解释不同,对"有教无类"的评价亦不相同。本文认为,只有从接收教育对象的视角上解释,"有教无类"才符合孔子教育思想的实际。而从施教层面上解释"有教无类",则没有合理性,从教育的结果上解释"有教无类",亦值得商榷。二者都不符合孔子教育思想的实际。本文认为,孔子的"有教无类"给我们的启示是很大的,就我们今天社会发展而言,由于受社会、经济发展的制约,并没有达到"有教无类",但它始终是我们努力的方向。
[Abstract]:"Education for all" are Confucius's important thought of education. But how to explain and evaluate the "education for all", is always each one according to his lights. From the perspective of the object of receiving education, it is understood from the level of the process of teaching, and it is different from the angle of the educational result. As explained the different evaluation of the "education for all" is not the same. This paper argues that the only explanation is received from the education object perspective, "education for all" is consistent with Confucius's educational thoughts. From the teaching level of interpretation of "education for all", is not reasonable, interpretation of "education for all" from the result of education, is also worth discussing. The two are not in accordance with the reality of Confucius's educational thought. This paper argues that Confucius's "education for all" is a great inspiration to us, our social development, restricted by social and economic development, and did not reach the "education for all", but it is always in the direction of our efforts.
【作者单位】：东南大学马克思主义学院;
【分类号】：G40
【正文快照】： 一、从接收教育对象层面上理解“有教无类”,符合孔子思想实际古今多数的学者,都从接收教育对象的层面上解释孔子的“有教无类”。汉马融《论语古注集笺》谓:“言人所在见教,无有种类。”即是说,接收教育对象,不应有种类的区别。南朝皇侃《论语义疏》说:“人乃有贵贱,宜同资教

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