论教育学的“哥白尼式革命”

发布时间：2018-03-02 16:07

本文选题：卢梭　切入点：天性　出处：《教育研究与实验》2017年04期 　论文类型：期刊论文

【摘要】：在传统教育中,人的天性被社会、文化及其代表者君亲师等所奴役和扭曲。而在卢梭的教育学体系里,人的天性成为教育的主人。这正是教育思想史上的"哥白尼式革命"。卢梭发现,人自身的自然(即天性)是教育背后的"立法者"。这一发现对后世影响甚巨。杜威将卢梭教育学的基础观念和根本立场界定为"教育即自然发展",并认为"从卢梭那时以来教育改革家们所最强调的种种主张,都源于这个概念";杜威的"教育即生长"这一命题也不例外。"教育即自然发展"可视为教育的"自然法"。研究教育学的哥白尼式革命,对于把握西方现代教育学的内核,对于告别传统教育学范式,以实现教育学范式的现代转型,具有重要意义。现代教育学体系在中国文化中亦能找到根基,中国的天人合一学说可与卢梭教育学相互支持、相互支援。现代教育学体系能否在中国文化中生根?是不为也,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.
【作者单位】：华东师范大学教育学部;
【基金】：国家社会科学基金教育学类一般课题“儿童教育的现代立场和现代观念研究”(BAA140011)的研究成果之一
【分类号】：G40

【相似文献】