孔子教育伦理思想研究

发布时间：2018-05-15 23:08

本文选题：孔子 + 教育伦理　；参考：《广西师范大学》2009年硕士论文

【摘要】： 教育伦理思想古已有之,孔子作为中华民族历史上第一位伟大的教育家、哲学家和思想家以及中国伦理思想史上第一位具有较完整思想体系的伦理学家(朱贻庭语),他的教育伦理思想更应当是首当其冲。文章研究的目的和意义是在阐释教育伦理基本概念的基础上,通过对孔子教育伦理思想的形成原因、基本内核、历史局限性以及当代价值试图给予较为科学而又合理的析理,为中国特色教育伦理学的创建以及社会主义教育的改革与发展提供有益而又重要的资源性价值和伦理支撑。教育伦理即教育的伦理,是指教育本身以及在教育过程、教育活动中所发生的人与人之间的伦理道德关系和问题。换言之,教育伦理就是指以伦理道德的视角或者维度探究教育本身以及教育活动,并且具有多层次性、动态生成性的专门范畴。文章从经济、政治和思想文化三方面对孔子教育伦理思想形成的时代背景给予阐述,并指出,孔子教育伦理思想的形成是时代的产物。关于孔子教育伦理思想的基本内核,不同的学者有不同的看法。较全面地概括孔子教育伦理思想的基本内核至少应当包括以下五大方面:(1)“有教无类”的教育伦理理念,包括“有教无类”的内涵、提出的依据及其价值表征即教育的公平性;(2)教育伦理思想的基石:“仁”与“礼”的统一,其中“仁”是孔子教育伦理思想的核心,“礼”是孔子教育伦理思想的约束机制,同时它们犹如人的两只手一样是互相映射、密不可分的;(3)“学而不厌,诲人不倦”的师德要求,“学而不厌”意味着孔子“学高为师”,“诲人不倦”则昭示着他“身正为范”,为师者应当做到既“学而不厌”又“诲人不倦”;(4)“文、行、忠、信”的教育伦理内容;(5)“学思结合”、“启发诱导”和“因材施教”的教育伦理原则与方法。与此相对应,对孔子教育伦理思想的当代价值做出了如下的概括:(1)“有教无类”——教育伦理的公平理念,“有教无类”扩大了受教育的对象和范围,这一理念所包含的当代意蕴,就是“教育应当是公平的教育”,然而,反思我们目前的教育,要真正实现公平仍有很长的一段路要走;(2)“仁”与“礼”——“以德治校”与“依法治校”,教育不论怎样改革,必须将“以德治校”与“依法治校”两大战略有机结合,才能真正实现教育又快又好的发展;(3)“学而不厌”与“诲人不倦”——德才兼备,“才”是为师的显性资本,是外在的资质,“德”是为师的隐性资本,是内在品质,二者有机统一,缺一不可;(4)“文行忠信”——“五育并举、德育为首”;(5)“学思结合”、“启发诱导”与“因材施教”——主体化与个性化。毋庸讳言,孔子的教育伦理思想是古代中国由奴隶社会向封建社会转变时期的产物,距今已有2500多年的历史,因此,难免有其历史局限性。但是,我们是马克思主义的辩证唯物论者,对于任何人和任何事都应该采用辩证的观点、实事求是的态度进行评价和分析。因此,对于孔子的教育伦理思想,我们决不能因为有其历史上的局限性和不足,而全盘给予否定,当然也不能因为孔子是世界文化伟人,而对其教育伦理思想不加批判地给予吸收和嫁接,因为这样做在理论上是不符合逻辑的,在实践中更是有害的。现在,我们所要做的主要工作,并不是因为孔子教育伦理思想中有不足和局限就不负责任地指手画脚,而是应当结合我们的教育伦理实践,对其中的精华部分给予合理的吸收和创新,为我们当代教育伦理的构建以及教育的改革与发展,做出应有的贡献。这也是本文的初衷所在。文章采取的主要方法是以辩证唯物主义和历史唯物主义为指导,采用比较法、归纳法、演绎法、逻辑和历史分析法、理论联系实际的方法、系统法等。笔者认为,文章的创新之处是孔子教育伦理思想的当代价值。
[Abstract]:As the first great educator, philosopher and thinker and the first ethicists in the history of Chinese ethical thought (Zhu Yiting language), Confucius is the first great educator, philosopher and thinker in the history of the Chinese nation. His educational ethics should be the first to bear the brunt. The purpose and significance of this article is to explain the purpose and significance of the article. On the basis of the basic concept of education ethics, the author tries to give a more scientific and reasonable analysis to the reasons for the formation of Confucius's educational ethics, the basic core, the historical limitation and the contemporary value, which provides a useful and important resource for the creation of Chinese characteristics of education ethics and the reform and development of socialist education. Value and ethical support.
The ethics of education, the ethics of education, refers to the ethical and moral relations and problems between people and people in education itself and in the process of education and education. In other words, education ethics refers to the exploration of education itself and educational activities in the perspective or dimension of ethics, and has a multi-layered, dynamic and generative specialty. Category.
From three aspects of economic, political and ideological culture, the article expounds the background of Confucius's educational ethics thought, and points out that the formation of Confucius's educational ethics is the product of the times. With regard to the basic core of Confucius's educational ethics, different scholars have different ways to see the basis of Confucius's educational ethics. This core should at least include the following five major aspects: (1) the educational ethical ideas of "unclassified", including the connotation of "teaching without class", the basis for the proposition and its value representation, the fairness of education; (2) the cornerstone of Educational Ethics: "benevolence" and "rite", and "benevolence" is the core of Confucius's educational ethics, " "Is the restriction mechanism of Confucius's educational ethics thought, and they are like the two hands of human being mapped and inseparable; (3)" learning to be tired and tireless "requires that" learning but not tired "means that Confucius" learning high for teachers "and" indefatigable teaching "shows that he is" being a fan "and that teachers should do both" "Learning to be tired" and "indefatigable"; (4) "writing, doing, loyalty, faith" educational ethics content; (5) "learning to combine", "enlightening guidance" and "teach students in accordance with their aptitude" principles and methods of education ethics. Corresponding to this, the contemporary value of Confucius's educational ethics thought is summarized as follows: (1) "teaching ethics" - Educational Ethics The concept of fair, "unclassified" has expanded the object and scope of education. The Contemporary Implication of this concept is "education should be a fair education". However, it is still a long way to go to reflect on our current education and to truly realize fairness. (2) "benevolence" and "rite" - "rule by virtue" and "law" No matter how to reform the school, no matter how to reform it, we must combine the two strategies of "rule by virtue" and "rule by law" in order to truly realize the rapid and good development of education. (3) "not to be tired of learning" and "indefatigable" - "Virtue and talent", "talent" is the explicit capital of the teacher, the external qualification, and the "Virtue" is the recessive capital of the teacher. This is the internal quality, and the two are organic and indispensable; (4) "literary and moral loyalty" - "five education and moral education"; (5) "combination of learning and thinking", "enlightening guidance" and "teaching students in accordance with their aptitude" - individualization and individualization.
Needless to say, Confucius's educational ethics thought is the product of the transition from slave society to feudal society in ancient China. It has a history of more than 2500 years. Therefore, it is unavoidable to have its historical limitations. However, we are dialectical materialist of Marx doctrine, and should adopt dialectical viewpoint to any person and anything, and seek truth from facts. The attitude of Confucius is evaluated and analyzed. Therefore, for the educational ethics thought, we must not be completely denied because of its historical limitations and shortcomings, and of course not because Confucius is the great man of the world culture, but it is not critically absorbed and grafted on his educational ethics, because it is not in theory. It is more harmful in practice. Now, the main work we want to do is not to be responsible for the inadequacy and limitation of Confucius's educational ethics, but should combine our educational ethics practice to give reasonable absorption and innovation to the essence of our education, for our contemporary education This is the original intention of this article.
The main method of this article is to take the dialectical materialism and historical materialism as the guidance, adopt the comparative method, the inductive method, the deductive method, the logic and the historical analysis method, the theory connection practice method, the system method and so on.
The author believes that the innovation of the article is the contemporary value of Confucius's educational ethics.

【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：G40

【引证文献】