理性教育观之应然向度——朱熹“人性论”思想的当代教育价值反思
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摘要
朱熹为宋明理学之集大成者,其"宇宙论"奠"人性论"之始基,"人性论"剖"人性"生成之路径,进而为"教育何以能"奠定了系统且扎实的哲学基础。朱熹"人性论"思想体系的当代教育价值:可生成本善学生观,秉持本善的人性理念是教育的逻辑起点;可生成现实学生观,遵循人性的客观特点是教育的实践基点;可生成内生过程观,关照人性的自觉力量是教育的实效基础;可生成全面引导观,注重人—境的多维整合是教育的应然追求。此四维"理性教育观"之应然向度,给当代教育者诸多理论与实践上的启示。
Zhu Xi is the master of the idealist philosophy of the Song and Ming Dynasties,and his cosmology laid the foundation of the theory of human nature. The theory of human nature has analyzed the path of"human nature" and laid a systematic and solid philosophical foundation for"how to educate". The contemporary educational values of Zhu Xi's theory of human nature are: it can generate a good view of the students,and uphold the idea of good human nature is the logical starting point of education; it can generate the realistic view of students,and follow the objective characteristics of human nature is the basis of the practice of education; it can generate the view of endogenous process,and take care of the self-conscious power of human nature is the effective basis of education; it can generate the concept of comprehensive guidance,and pay attention to the multidimensional integration of people and environment is the proper pursuit of education. The four-dimensional orientations of the"rational education view" give contemporary educators many theoretical and practical implications.
Zhu Xi is the master of the idealist philosophy of the Song and Ming Dynasties,and his cosmology laid the foundation of the theory of human nature. The theory of human nature has analyzed the path of"human nature" and laid a systematic and solid philosophical foundation for"how to educate". The contemporary educational values of Zhu Xi's theory of human nature are: it can generate a good view of the students,and uphold the idea of good human nature is the logical starting point of education; it can generate the realistic view of students,and follow the objective characteristics of human nature is the basis of the practice of education; it can generate the view of endogenous process,and take care of the self-conscious power of human nature is the effective basis of education; it can generate the concept of comprehensive guidance,and pay attention to the multidimensional integration of people and environment is the proper pursuit of education. The four-dimensional orientations of the"rational education view" give contemporary educators many theoretical and practical implications.
引文
[1]张婷婷.朱熹的人性论思想及其当代价值[J].科教导刊,2010(10):186-187.
[2]欧阳辉纯.自然之性、天命之性与气质之性——儒家忠德视域下朱熹人性论的三个维度与表征[J].宁夏社会科学,2017(2):22-26.
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[7]弓玉彬.浅析朱熹的人性论思想[J].辽宁广播电视大学学报,2008(3):90-92.
[8]中国教育学会教育学研究会.学习马克思的教育思想[M].北京:人民教育出版社,1983.
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[11]龚正龙.河北多地教师体罚学生事件频发,拿什么换回“爱的教育”[EB/OL].http://hebei.hebnews.cn/2014-12/04/content-4365451.htm,2016-06-08.
[12]埃德加·莫兰.复杂性理论与教育问题[M].北京:北京大学出版社,2004.
[13]【美】DavidR.shaffer.发展心理学儿童与青少年:第6版[M].北京:中国轻工业出版社,2005.
[2]欧阳辉纯.自然之性、天命之性与气质之性——儒家忠德视域下朱熹人性论的三个维度与表征[J].宁夏社会科学,2017(2):22-26.
[3]陈荣捷.朱熹[M].北京:生活·读书·新知三联书店,2012.
[4]黎靖德.朱子语类[M].北京:中华书局出版社,1986.
[5]张立文.中国思想家评传丛书[M].南京:南京大学出版社,1998.
[6]朱熹.朱子全书[M].合肥:安徽教育出版社;上海:上海古籍出版社,2002.
[7]弓玉彬.浅析朱熹的人性论思想[J].辽宁广播电视大学学报,2008(3):90-92.
[8]中国教育学会教育学研究会.学习马克思的教育思想[M].北京:人民教育出版社,1983.
[9]瓦·阿·苏霍姆林斯基.给教师的建议[M].北京:教育科学出版社,1980.
[10]蒋晓红,袁桂平.教育心理学[M].北京:北京师范大学出版社,2016.
[11]龚正龙.河北多地教师体罚学生事件频发,拿什么换回“爱的教育”[EB/OL].http://hebei.hebnews.cn/2014-12/04/content-4365451.htm,2016-06-08.
[12]埃德加·莫兰.复杂性理论与教育问题[M].北京:北京大学出版社,2004.
[13]【美】DavidR.shaffer.发展心理学儿童与青少年:第6版[M].北京:中国轻工业出版社,2005.