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儒家和基督教教育思想比较研究

发布时间:2018-09-07 08:13
【摘要】:中国的教育问题日益突出。教育渐渐“异化”,脱离了“育人”的宗旨,渐渐成为政治和经济的工具。教育性质由自主性转化为他主性、功利化和工具化。这一性质的转变在教育目的、教育内容、教育对象和教育方法中都有明显的体现。在教育目的中,教育失去了崇高信仰的支撑,渐趋功利化。人们接受教育的目的更多是为了生存,而不是为了“诗意地栖居”在这片土地上。教育目的功利化的基础下所产生的教育内容单一,只重视对知识和技能的培养,忽视了对人非智力潜质的挖掘,道德教育严重缺乏。教育的工具化随之而来的是教育对象的工具化。受教育者被当作流水线上统一生产的工具,失去了自由的精神和独立的人格。在教育方法上,由于受成功学的影响,凡事追求第一,学生之间没有合作,更多是彼此的竞争。面对当代中国日益突出的教育问题,我们需要继承中国传统教育思想当中的精华,同时也不应放弃对西方优秀教育思想的吸收。从而帮助中国的教育实现“创造性转化”:即超越中国传统教育思想与西方教育思想的对立,实现两种思想的融合。其中,儒家教育思想是中国传统教育思想的主流。而基督教教育思想也是西方教育思想的重要组成部分。因此对两者的比较研究有重大意义。首先,本文立足于教育的哲学基础——天道观和人性论,为儒家和基督教教育思想的比较提供一定的理论依据。天道观决定了人性论,而人性论又制约着教育目的的制定,教育内容的确定以及教学方法的选择。其次,本文从教育目的观、教育内容观、教育方法论、师道观几个方面对儒家和基督教教育思想进行比较,儒家“内圣外王”的教育目的观决定了儒家的教育内容以德育为主,教学方法注重自身的内省;基督教中全备的认识上帝、爱上帝的教育目的决定教育内容以灵育为主,教学方法上注重灵修和默想。最后,通过比较得出两者的教育思想对中国当代教育的价值,为找到一条适合中国教育的道路提供借鉴。为解决当代教育的问题,实现当代教育的重建,需要从以下几个方面进行尝试。在教育目的中,需努力树立崇高的信仰,一方面,崇高的信仰是人的终极关怀;另一方面,信仰是道德教育的关键和核心,失去信仰的道德教育终将沦为规范的传授。在教育内容当中,需要推广生命教育和对经典的学习。生命教育帮助学生在学习技能知识的同时,生命得以涵养,理性和感性得以融合在一个完整的人性当中。经典蕴含着天地之心、修齐之道和治平之方,回归经典的学习可以帮助学生塑造整体性的人文关怀。在教学过程当中,注重内省功夫,内省可以提高学生感受生活体验生活和消化生活的能力,预备学生进入生活。最后,需要恢复尊师重教的传统,教师是灵魂的工程师,对教师的尊重程度极大地影响受教育的程度。
[Abstract]:The problem of education in China is becoming increasingly prominent. Education gradually dissimilated, separated from the purpose of educating people, and gradually became a tool of politics and economy. The nature of education is transformed from autonomy to other initiative, utilitarianism and instrumentalization. The change of this nature is evident in educational purpose, content, object and method of education. In the purpose of education, education has lost the support of lofty belief and gradually become utilitarian. The purpose of education is more to survive than to inhabit the land poetically. On the basis of utilitarianism, the educational content is single, only the cultivation of knowledge and skills is paid attention to, the excavation of non-intellectual potential is neglected, and the moral education is seriously lacking. The instrumentation of education comes with the instrumentation of the object of education. The educatee is regarded as the tool of unified production on the assembly line, losing the spirit of freedom and independent personality. In educational methods, due to the influence of successful learning, the pursuit of everything is first, students do not cooperate with each other, more is the competition between each other. In the face of the increasingly prominent educational problems in contemporary China, we need to inherit the essence of Chinese traditional educational thought, and at the same time, we should not give up the absorption of the excellent western educational thought. In order to help Chinese education to realize "creative transformation", that is, to transcend the opposition between Chinese traditional educational thought and western educational thought, and realize the fusion of the two ideas. Among them, Confucian educational thought is the mainstream of Chinese traditional educational thought. Christian educational thought is also an important part of western educational thought. Therefore, the comparative study of the two has great significance. Firstly, this paper bases on the philosophical foundation of education-Heaven Taoism and human nature theory, and provides some theoretical basis for the comparison of Confucian and Christian educational thoughts. The view of Heaven determines the theory of human nature, which restricts the formulation of educational purpose, the determination of educational content and the choice of teaching methods. Secondly, this paper compares Confucian and Christian educational thoughts from the perspectives of educational purpose, educational content, educational methodology, and teacher's view. The Confucian educational purpose of "the King inside and outside" determines that moral education is the main content of Confucian education. The teaching method pays attention to the introspection of oneself, the whole understanding of God in Christianity, the educational aim of loving God decides that the education content is mainly spiritual education, and the teaching method pays attention to spiritual practice and meditation. Finally, through the comparison, the author draws the value of the two educational thoughts to Chinese contemporary education, and provides a reference for finding a suitable way for Chinese education. In order to solve the problem of contemporary education and realize the reconstruction of contemporary education, we should try from the following aspects. In the purpose of education, it is necessary to set up lofty beliefs. On the one hand, lofty beliefs are the ultimate concern of human beings; on the other hand, belief is the key and core of moral education. In the content of education, we need to promote life education and classic learning. Life education helps students to learn skills and knowledge, life can be conserved, rationality and sensibility can be integrated into a complete human nature. The classic contains the heart of heaven and earth. In the teaching process, pay attention to introspection kungfu, introspection can improve students' ability to experience life and digest life, prepare students to enter life. Finally, there is a need to restore the tradition of respecting teachers, who are engineers of the soul, and respect for teachers greatly affects the degree of education.
【学位授予单位】:湘潭大学
【学位级别】:硕士
【学位授予年份】:2017
【分类号】:B222;B978

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相关硕士学位论文 前7条

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