教育理论的人学透视

在人性问题上,孟子提出性善论,荀子提出性恶论,他们各自依其对人性的理解,演绎出两种截然迥异的教育理论-“内发说”与“外铄说”。在人与外界环境的关系上,行为主义主张,人只是环境和刺激的被动承受者,人的行为只是环境的特殊产物,具有很强的被规定性。认知主义认为,人是在与环境的“同化”与“顺应”的过程中,构建起自身的认知结构,促使人认知发展的。人本主义依其对人的独特理解,更加重视人的意识所具有的主动性和选择性。

Perspective Analysis of Human Theory in Educational Theories

On the problem of human nature, Mencius proposed the theory of original goodness in human nature while Xun Zi maintained the theory of original wickedness. Basing on their respective understanding of the human nature, they deducted two kinds of absolutely different educational theories:"Inside seeking" and"Outside melting". As to the relations between human and external environment, Behaviorism advocated that human is only a passive holder of the environment and stimulations. So human's behavior is only a special product of the environment and is strongly stipulated; The Cognitivism believed that human constructed their own cognition structure and urged the development of human's cognition in the process of " assimilation" and "accommodation" to the environment; The Humanism, based on their unique understanding of human, paid even more attention to the initiative and the selectivity of human's consciousness.