浅谈儿童灵性及其教育策略
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摘要
鲁道夫坦纳将人的本质的划分为三重属性:身体、灵魂、灵性,将三者置于同等重要的地位。指明教育目的是培养身、心、灵平衡发展的人。为了改善目前我国学前教育重视认知和情感,忽视儿童灵性发展的现状.本文从阐述灵性、儿童灵性的基本定义出发,结合斯坦纳、蒙台梭利等教育家的思想以及我国国情,浅谈关于保护儿童灵性教育策略的思考。
Rudolph Steiner divides human nature into three attributes: body, soul, and spirit. All three attributes are equally important. The aim of education is to cultivate people who are balanced development of body, soul and spirit. In order to improve the current situation of preschool education development in our country, pay attention to cognition and emotion and neglect the spiritual development of children. This paper starts from the basic definition of spirituality and children's spirituality, combining the thoughts of Rudolph Steiner, Maria Montessori and other educators as well as China's national conditions, put forward the thinking about the education strategy of protecting children's spirituality.
Rudolph Steiner divides human nature into three attributes: body, soul, and spirit. All three attributes are equally important. The aim of education is to cultivate people who are balanced development of body, soul and spirit. In order to improve the current situation of preschool education development in our country, pay attention to cognition and emotion and neglect the spiritual development of children. This paper starts from the basic definition of spirituality and children's spirituality, combining the thoughts of Rudolph Steiner, Maria Montessori and other educators as well as China's national conditions, put forward the thinking about the education strategy of protecting children's spirituality.
引文
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[9]申荷永.关于儿童的“灵性”[J].教育导刊,1999(S5):2.
[2]李娟.蒙台梭利幼儿园环境创设探索[J].吉林省教育学院学报(上旬),2013.29(06):16-18.
[3]徐慧艳.浅析华德福幼儿园的自然教育[J].文学教育(上),2013(03):153-154.
[4]陈园园.华德福学校教育的实践探索[D].西南大学,2010.
[5]黄慧娟.鲁道夫·斯坦纳教育思想与实践研究[D].福建师范大学,2010.
[6]彭莉莉.鲁道夫·斯坦纳及其人智学思想[J].全球教育展望,2007.36(S1):3-6.
[7]高岚.关于“灵性”教育的思考[J].学前教育研究,2003(06):5-7.
[8]高岚.迈向“灵性”的教育——华德福教育透视[J].教育导刊,2002(02):11-13.
[9]申荷永.关于儿童的“灵性”[J].教育导刊,1999(S5):2.