爱默生个性教育思想研究

发布时间：2018-07-25 10:04

【摘要】：爱默生是美国19世纪著名文学家、思想家,美国超验主义运动的领袖。爱默生所生活的19世纪中后期是美国思想文化脱离对欧洲的依附而走向民族独立的转型阶段,他所领导的超验主义运动被看作是美国的文艺复兴,代表作《美国学者》被称为美国在文化上的“独立宣言”,爱默生也成为确立美国文化精神的代表人物。本文首先分析爱默生教育思想的研究价值,并论述了我国目前教育史领域对爱默生教育思想研究的不足,进而从个性教育的角度探析爱默生的教育思想主张。首先,爱默生生活的时代是美国历史上一个改革的时代,工业革命、西进运动带来经济迅速发展并引发新的社会问题,这是爱默生思想产生的现实基础,而了解爱默生自身的人生经历也是把握其思想学说所必要的。其次,爱默生对教育的理解,在很大程度上是基于超验主义和个人主义的思想主张之上的。超验主义是爱默生庞杂思想的核心,而个人主义是贯穿爱默生思想历程的一条主线,其超验主义从本质上讲也是一种对个人经验的超越或自我超越。再次,爱默生的超验主义与个人主义思想主张反映在教育方面,就是相信个人的天赋和潜能,认为教育就是人的天性的自我展开,就是引导出人内心的灵性,为此要尊重每一个学生,以爱心和耐心顺应儿童天性的自然发展。出于对教育本质的这样的认识以及对个人的充分信任,爱默生提倡每个人都应该且能够自我教育,以自己的方式学习;而其关于学习的观念是极为广泛的,本能与生活、教师与友伴、社会与自然、书本与心灵、文化与宗教都构成了可供学习的内容。他倡导个性自由发展与彰显的个性教育思想,最终意在培养个体成为自尊、自信、自立,能够自我发展、实现自我价值的人,而将这种教育理念付诸实践的最理想教师,就是他在《美国学者》一文中所诠释的学者型教师。爱默生的个性教育思想在西方教育史上产生了一定的影响,他的个性教育主张给我国现代教育带来启示:教育要尊重人的天性,加强自我学习的能力以适应终身教育的需求等,为我们的教育理论与实践提供借鉴。
[Abstract]:Emerson was a famous American writer, thinker and leader of American transcendentalism in the 19 th century. Emerson's life in the middle and late 19th century was the transition period of American ideology and culture from Europe to national independence. The transcendentalism movement he led was regarded as the American Renaissance. His masterpiece, American Scholars, is called "Declaration of Independence" in American culture, and Emerson also becomes the representative figure to establish American cultural spirit. This paper first analyzes the research value of Emerson's educational thought, and discusses the deficiency of the study of Emerson's educational thought in the field of educational history in China at present, and then probes into Emerson's educational thought proposition from the angle of personality education. First of all, the era of Emerson's life was an era of reform in American history. The industrial revolution and the westward movement brought about rapid economic development and caused new social problems, which was the realistic basis for Emerson's thought. It is also necessary to understand Emerson's own life experience. Second, Emerson's understanding of education is largely based on transcendentalism and individualism. Transcendentalism is the core of Emerson's complex thought, and individualism is a main line running through Emerson's thought process. In essence, it is also a transcendentalism to transcend personal experience or self-transcendence. Thirdly, Emerson's transcendentalism and individualism are reflected in the aspect of education, that is, to believe in the talents and potentials of the individual, to think that education is the self-development of human nature, and to guide the spirit of man's heart. To this end, respect for each student, love and patience with the natural development of children's nature. Out of this understanding of the nature of education and full confidence in the individual, Emerson advocates that everyone should and can educate himself and learn in his own way; and his ideas of learning are extremely broad, instinct and life. Teachers and friends, society and nature, books and hearts, culture and religion all form the contents of learning. His idea of personality education, which advocates the free development and manifestation of personality, ultimately aims to cultivate individuals to become people with self-esteem, self-confidence, self-reliance, self-development and self-worth, and the most ideal teachers who put this educational concept into practice. It is the scholarly teacher that he interprets in American Scholars. Emerson's thought of personality education has had a certain influence on the history of western education. His idea of personality education has brought enlightenment to modern education in our country: education should respect human nature, strengthen the ability of self-learning to meet the needs of lifelong education, etc. To provide reference for our educational theory and practice.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2011
【分类号】：G40-09

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