摘要
施莱尔马赫是现代教育科学的奠基人之一,他从对启蒙时代教育学的批判出发,以辩证法和诠释学为方法论构建起教育行动的理论体系,以此回应了“教育应当培养全面发展的人还是在某一方面对社会有用的公民”的时代问题。施莱尔马赫的理论将教育视为整个教育一代的责任,他们应当支持受教育的未成年人成长为具有个体独特性的公民,参与整个社会的实践。在其教育目的论中,施莱尔马赫从社会层面和个体层面分别论述了这一观点,社会需要得到保留和改善,在个体层面就要完成个体性和普遍性的教育。与此相对应,在教育行动形式的理论中,施莱尔马赫论述了支持与阻止的辩证关系及其与个体性和普遍性的对应关系。施莱尔马赫的教育理论注重从社会与个人的关系建构教育的目的和行动原则,其辩证和诠释相结合的方法论开辟了教育学知识演进的另一种路径。
Schleiermacher is one of the founders of modern educational science.Starting from the criticism of pedagogy in the age of enlightenment,constructed a theoretical system of education with the methodology of dialectics and hermeneutics,and responded to the question of his age that"education should cultivate free and well-developed people or useful citizens to society in a certain aspect".Schleiermacher's educational theory regards education as the responsibility of the entire education generation,who should support children and young people to grow into citizens with individual uniqueness and participate in the practice of the whole society.In his teleology of education,Schleiermacher discussed this point of view from the social level and the individual level.The society needs to be preserved and improved,and the individual level needs to complete the education of individuality and universality.Correspondingly,in the theory of educational action forms,Schleiermacher discusses the dialectical relationship between support and prevention and its corresponding relationship with individuality and universality.Schleiermacher's educational theory focuses on constructing educational purpose and action principle from the relationship between society and individual,its methodology of combining dialectics and hermeneutics opens up another way of pedagogical knowledge evolution.
作者
彭韬
PENG Tao(German Pedagogy Research Center,Institute of Moral Education,Nanjing Normal University,Nanjing 210097,China)
出处
《教育学报》
CSSCI
北大核心
2022年第6期28-39,共12页
Journal of Educational Studies
基金
国家社会科学基金2021年度教育学青年课题“学校德育语境中的知性德育研究——以德国为例”(课题批准号:EEA210413)的阶段性研究成果。
关键词
施莱尔马赫
教育理论
辩证法
诠释学
教育目的
教育行动形式
Schleiermacher
educational theory
dialectics
hermeneutics
aims of education
educational action forms
作者简介
彭韬(1986-),男,云南人,南京师范大学道德教育研究所讲师,博士,主要从事教育基本理论、德国教育学、道德教育研究,E-mail:taopeng819@163.com。
