生存哲学视野中的自由教育  

Liberal Education in the Scope of Existence Philosophy

作　　者：张华[1] 

机构地区：[1]扬州大学社会发展学院,江苏扬州225002

出　　处：《西南大学学报（社会科学版）》2008年第6期139-142,共4页Journal of Southwest University(Social Sciences Edition)

基　　金：江苏省教育科学"十一五"规划课题"雅斯贝尔斯自由教育哲学研究"(C-b/2006/01/012);项目负责人:张华;江苏大学人文社科重点建设项目"马克思主义及其在当代中国的发展与应用研究"(JDR2006A09);项目负责人:董德福

摘　　要：雅斯贝尔斯教育哲学的理论核心是"生存",他的"自由"本质上是指内在自由和内在权威相统一的"生存的自由"。基于"生存本体论"的自由观,教育被定位于一种生存交往活动,自由是大学教育最重要的因素。生存自由在教育实践中强调求知意志,使"理性"和"非理性"相结合,要把大学建成"生存共同体",并在传统的陶冶中纳入"科学性"。This paper explores the idea of liberal education of Jaspers Karl in the scope of existence philosophy as well as in the development of German cuhural pedagogy. The theoretical core of Jaspers＇ educational philosophy is existence, and the liberty in his theory essentially means liberty of existence, featured by both inner liberty and inner authority. Based on the view of exsitential ontology, education is defined as an action of communication for existence. Liberty is the most important element of university education. Because of existence freedom, the will of seeking knowledge is emphasized in educational practice, to combine rationality and irrationality, to build the university as a community of existence, and bring scientificalness into traditional edification.

关 键 词：高等教育 自由教育 生存哲学 教育哲学 雅斯贝尔斯 

分 类 号：G40-02[文化科学—教育学原理]