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篇名 自然即艺术:自然主义教育学的三种历史形态及其追求
並列篇名 Nature is Art: Three Historical Forms of Naturalism Pedagogy and Its Pursuits
作者 庞国辉(PANG Guo-hui)
中文摘要 自然主义教育学以“自然”的不同内涵而有不同历史形态。亚里士多德、夸美纽斯与卢梭为其代表人物。亚里士多德的自然主义教育,以人的潜能为自然,以城邦需要为其补缀,是古雅典自由教育反省的结果;他对教育艺术和良善生活艺术统一的追求,为自然主义教育学定下基调,但具有泛灵论的思维特点。夸美纽斯的自然教育,以改善宗教社会为目的,以外在世界为自然,并以其规训教育艺术,使教育世俗化成为可能,具有经验论特点。卢梭以人的内在自然为自然,提出自然教育概念,并上升其为教育本体;其教育一般方法的旨趣为教育艺术提供了余地;自然主义教育是其契约国家的教化工具,它使教育研究直面人本身,但具有机械论特点。自然教育学的历史形态反映教育科学思维发展的历史性;其共时性,在于追求教育艺术和良善生活的统一。
英文摘要 Naturalism pedagogy has different forms because of the different connotations of its nature. Aristotle, Comenius and Rousseau are its representatives. With human potential as his nature, city-state needs as nature’s complements, Aristotle’s naturalism pedagogy is the result of reflection on liberal education of ancient Athens. His pursuit to unifying the art of education and good life has laid the foundation for the naturalism pedagogy, but his thinking is of pantheism. With external nature as his nature which disciplines the art of education, Comenius’s naturalism pedagogy s to better his religion society, but makes the secular education possible. His naturism pedagogy is of empiricism. With human being’s internal nature as his nature, Rousseau’s naturalism pedagogy has put forward the concept of natural education, raise natural education to ontology of education. Hs interest in generality of educational methods makes educational art possible. Rousseau's naturalism education, as the educating tool of his contract country, has made educational researches facing human being directly, and characterized by its mechanism. The historical forms of naturalism pedagogy have reflected the history of educational thinking; Their pursuits of combining educational arts and good life has been their synchronicity.
頁次 028-038
關鍵詞 自然主义教育 亚里士多德 夸美纽斯 卢梭 教育艺术化 理论形态 naturalism education Aristotle Comenius Rousseau arts of education theoretical form CSSCI
卷期 16:2
日期 202004
刊名 教育學報
出版單位 北京師範大學
DOI 10.14082/j.cnki.1673-1298.2020.02.003