白璧德新古典人文教育理想及其课程开发研究
发布时间：2019-01-26 19:26
【摘要】：白璧德(Iriving Babbitt,1865-1933),美国哈佛大学法国文学和比较文学教授、文学家和文化批评家,是美国“新人文主义”运动的代表人物。在推进“新人文主义”教育的道路上,白璧德不遗余力,与挚友穆尔惺惺相惜,使该运动在教学实践层面渗入到政治、历史、文学、伦理等人文学科课程领域,并开发出了诸多旨在实现其新古典人文教育理想的课程。 本研究主要分为四个部分： 第一部分讨论白璧德新古典人文教育理想的形成过程与内涵,揭示白璧德教育思想形成的基础,思想形成的影响因素以及新古典人文教育理想的基本内涵。在家庭成员、教育教学生涯、社会背景的影响下,白璧德将自己的新古典人文教育依托在欧洲古典文化和美国本土文化以及东方佛陀、儒家文化上,阐明新古典人文教育的目的及实现途径。 第二部分探讨白璧德新古典人文教育理想的课程开发与实践,着重探讨白璧德为实现教育理想具体开发了哪些课程,课程教学目标及内容为何,如何实施所开发的课程。总的来说,白璧德开发了两类课程：现代思想批判课程和古典文化课程。前者的课程内容主要围绕如何批判卢梭、培根等现代思想展开,旨在引导学生像自己一样认识到人文危机并批判这类现代思想；后者课程内容主要为古希腊文化、宗教文化、儒学,旨在引导学生重建真正有意义的人文思想和生活方式。 第三部分分析白璧德新古典人文课程开发的效果。主要借由与同时代学者之间的思想交汇来展现。与哈佛大学C.W艾略特的斗争,其学生T.S艾略特的批判与继承,更有以吴宓为代表的中国学生对其思想的传播,无论是追随者还是反对者,均表达了白璧德新古典人文课程开发的强大效果。 最后一部分主要揭示白璧德新古典人文教育理想对现代人文教育的启示。简单剖析我国现阶段人文教育的实施现状,并根据我国教育的语境,从课程开发和教学实施两个层面揭示白璧德新古典人文教育理想对我国现代人文教育的启示。
[Abstract]:Iriving Babbitt,1865-1933, a professor of French and comparative literature at Harvard University, a writer and a cultural critic, is a representative of the "New Humanism" movement in the United States. On the road of promoting the education of "new humanism", Babbitt spared no effort to share with his close friend Moore, so that the movement infiltrated into the fields of politics, history, literature, ethics and other humanities courses at the level of teaching practice. And developed a lot of courses aimed at realizing its new classical humanistic education ideal. This research is mainly divided into four parts: the first part discusses the formation process and connotation of Babbitt's new classical humanistic education ideal, and reveals the foundation of Babbitt's educational thought. The influence factors of thought formation and the basic connotation of the ideal of neoclassical humanistic education. Under the influence of family members, teaching career and social background, Babbitt relies his Neo-Classical Humanities Education on European classical culture and American native culture, as well as Oriental Buddha and Confucian culture. This paper expounds the aim and the way to realize the new classical humanities education. The second part discusses the curriculum development and practice of Babbitt's ideal of Neo-Classical Humanities Education, focusing on what curriculum Babbitt has developed for the realization of educational ideal, what curriculum teaching objectives and contents are, and how to carry out the developed curriculum. In general, Babbitt has developed two courses: critique of modern thought and classical culture. The former curriculum mainly revolves around how to criticize Rousseau Bacon and other modern thoughts in order to guide students to recognize the humanistic crisis and criticize such modern thoughts as themselves. The latter course mainly consists of ancient Greek culture, religious culture and Confucianism, which aims to guide students to rebuild their real meaningful humanistic thought and lifestyle. The third part analyzes the effect of Babbitt's new classical humanities curriculum development. Mainly by reason and contemporary scholars to show the intersection of ideas. In the struggle against C.W Eliot at Harvard University, the criticism and inheritance of T.S. Eliot, a student of Harvard University, is even more marked by the spread of his ideas by Chinese students represented by Wu Mi, whether they are followers or opponents. Both expressed the powerful effect of the development of Babbitt's New Classical Humanities course. The last part mainly reveals the enlightenment of Babbitt's new classical humanistic education ideal to modern humanistic education. This paper briefly analyzes the present situation of humanistic education in our country, and according to the context of education in China, reveals the enlightenment of Babbitt's new classical humanistic education ideal to modern humanistic education in China from the two aspects of curriculum development and teaching implementation.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：G40-09
本文编号：2415825
[Abstract]:Iriving Babbitt,1865-1933, a professor of French and comparative literature at Harvard University, a writer and a cultural critic, is a representative of the "New Humanism" movement in the United States. On the road of promoting the education of "new humanism", Babbitt spared no effort to share with his close friend Moore, so that the movement infiltrated into the fields of politics, history, literature, ethics and other humanities courses at the level of teaching practice. And developed a lot of courses aimed at realizing its new classical humanistic education ideal. This research is mainly divided into four parts: the first part discusses the formation process and connotation of Babbitt's new classical humanistic education ideal, and reveals the foundation of Babbitt's educational thought. The influence factors of thought formation and the basic connotation of the ideal of neoclassical humanistic education. Under the influence of family members, teaching career and social background, Babbitt relies his Neo-Classical Humanities Education on European classical culture and American native culture, as well as Oriental Buddha and Confucian culture. This paper expounds the aim and the way to realize the new classical humanities education. The second part discusses the curriculum development and practice of Babbitt's ideal of Neo-Classical Humanities Education, focusing on what curriculum Babbitt has developed for the realization of educational ideal, what curriculum teaching objectives and contents are, and how to carry out the developed curriculum. In general, Babbitt has developed two courses: critique of modern thought and classical culture. The former curriculum mainly revolves around how to criticize Rousseau Bacon and other modern thoughts in order to guide students to recognize the humanistic crisis and criticize such modern thoughts as themselves. The latter course mainly consists of ancient Greek culture, religious culture and Confucianism, which aims to guide students to rebuild their real meaningful humanistic thought and lifestyle. The third part analyzes the effect of Babbitt's new classical humanities curriculum development. Mainly by reason and contemporary scholars to show the intersection of ideas. In the struggle against C.W Eliot at Harvard University, the criticism and inheritance of T.S. Eliot, a student of Harvard University, is even more marked by the spread of his ideas by Chinese students represented by Wu Mi, whether they are followers or opponents. Both expressed the powerful effect of the development of Babbitt's New Classical Humanities course. The last part mainly reveals the enlightenment of Babbitt's new classical humanistic education ideal to modern humanistic education. This paper briefly analyzes the present situation of humanistic education in our country, and according to the context of education in China, reveals the enlightenment of Babbitt's new classical humanistic education ideal to modern humanistic education in China from the two aspects of curriculum development and teaching implementation.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：G40-09
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