中国古代社会教育探究及当代启示
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摘要
中国古代社会教育有着源远流长的历史延绵,虽然在内涵、形式、规模、乃至发展水平上都远远不及现代,但其毕竟播撒了社会教育的种子,没有这一种子,就不会有现代意义上的社会教育的发展、壮大和提升。为了扎实而深入地开展社会教育,我们有必要对古代社会教育进行系统梳理。从六个方面对中国古代社会教育进行历史追索和逻辑探究,旨在借鉴历史经验,采取相应措施促进中国当代社会教育发展。
Chinese ancient social education is with deep cultural accumulation.Ancient social education is far less than modern in its connotation,form,scale and even development level,but it sows cultural fire and cultural factors for social education after all.Without this kind of fire and factors,there would be no development,extension,expansion and promotion of social education in the modern sense.In order to develop social education solidly and deeply,it is necessary to trace,analyze and explore the social education in ancient China.Through six aspects,this paper systematically sorts out and analyzes the social education in ancient China,and finally puts forward the enlightenment to promote the development of contemporary social education in China.
Chinese ancient social education is with deep cultural accumulation.Ancient social education is far less than modern in its connotation,form,scale and even development level,but it sows cultural fire and cultural factors for social education after all.Without this kind of fire and factors,there would be no development,extension,expansion and promotion of social education in the modern sense.In order to develop social education solidly and deeply,it is necessary to trace,analyze and explore the social education in ancient China.Through six aspects,this paper systematically sorts out and analyzes the social education in ancient China,and finally puts forward the enlightenment to promote the development of contemporary social education in China.
引文
[1]冯友兰.中国哲学史[M].上海:华东师范大学出版社,2011:17.
[2]邓洪波.中国书院史[M].武汉:武汉大学出版社,2017:86.
[3]钱焕琦,刘云林.中国教育伦理学[M].江苏:中国矿业大学出版社,2001:68.
[4]张涛,叶君远.文学史视野下的中国古代文人社团[J].河北学刊,2006(01):149.
[5]向辉.敬道心筌:王阳明教化哲学的社会思想探微[J].社会理论学报,2017,20(02):239-240.
[6]丁红玲,宋谱.我国社会教育历史演进研究[J].中国成人教育,2018(01):27.
[7]丁红玲,都雅男.我国民间组织参与社区教育的历史演进[J].高等继续教育学报,2018(2):50.
(1)象魏:天子、诸侯宫门外的一对高建筑,亦叫“闕”或“观”,为悬示教令的地方。
[2]邓洪波.中国书院史[M].武汉:武汉大学出版社,2017:86.
[3]钱焕琦,刘云林.中国教育伦理学[M].江苏:中国矿业大学出版社,2001:68.
[4]张涛,叶君远.文学史视野下的中国古代文人社团[J].河北学刊,2006(01):149.
[5]向辉.敬道心筌:王阳明教化哲学的社会思想探微[J].社会理论学报,2017,20(02):239-240.
[6]丁红玲,宋谱.我国社会教育历史演进研究[J].中国成人教育,2018(01):27.
[7]丁红玲,都雅男.我国民间组织参与社区教育的历史演进[J].高等继续教育学报,2018(2):50.
(1)象魏:天子、诸侯宫门外的一对高建筑,亦叫“闕”或“观”,为悬示教令的地方。