| 梁漱溟的教育观念及其意义 |
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| 引用本文： | 顾红亮.梁漱溟的教育观念及其意义[J].南京社会科学,2010(1). |
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| 作者姓名： | 顾红亮 |
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| 作者单位： | 华东师范大学哲学系,上海,200241 |
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| 摘 要： | 在20世纪20年代初,梁漱溟用情志教育和知的教育、生活本身和生活工具等说法来说明东西方教育的差别,偏好情志教育(即生命教育)。在20年代后期和30年代,他在思考乡村建设的实践经验过程中,受到杜威教育哲学的影响,认识到教育即生命,把生命的教养看作乡村建设的意义之一。把梁漱溟的教育观念放在现当代中国思想史的语境中加以理解,可以发现他对教育观念的思考走的是一条生命教养的道路,预示着超越启蒙与救亡范式的可能性,当然,这不是说他已经完成了这种超越。
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| 关 键 词： | 教育 生命 启蒙 救亡 |
Liang Shuming's Conception of Education and Its Significance |
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| Gu Hongliang.Liang Shuming''s Conception of Education and Its Significance[J].Social Sciences in Nanjing,2010(1). |
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| Authors: | Gu Hongliang |
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| Institution: | Gu Hongliang |
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| Abstract: | Liang Shuming explained in 1920's that education in the East culture is a kind of qingzhi education(life education) focusing upon life itself and that education in the West culture is a knowledge education featuring upon life tools.He was influenced by John Dewey's philosophy of education and realized that education is life when he was conceiving the rural reconstruction in 1930's.Life cultivation has been supposed as one of significances of the rural reconstruction.His conception of education has showed a ... |
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| Keywords: | education life enlightenment saving the nation from extinction |
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