从儒家教育思想看人文教育的基本内涵——以《礼记·学记》为诠释中心  

The Meanings of Humanistic Education from the Viewpoint of Confucianism:An Interpretation Based on The Book of Rites·On Learning

作　　者：张晚林[1] 翁后发[1] 

机构地区：[1]湖南科技大学哲学系

出　　处：《现代大学教育》2011年第1期6-13,111,共8页Modern University Education

基　　金：2010年湖南省普通高校教改项目"读经与大学生素质教育之可能模式研究--以湖南科技大学‘弘毅知行会’为基础";2010年湖南省大学生研究性学习与创新性实验项目"读经与大学生人格教育研究"

摘　　要：以《礼记·学记》为中心的儒家教育思想,对于人文教育的贡献主要表现在三个方面:其一,从"尽心知性"的精神中表现其宗教情怀;其二,从"开而弗达"的理论中表现其学求自得;其三,从"退息居学"的生活中表现其持敬存养。这三者相互联系、相互影响,最后完成了儒家对人文教育的化民成俗功能之建构。The Confucian thoughts on education,as presented in The Book of Rites·On Learning,mainly center on the following three aspects: 1) religious concerns expressed in 'exploring one's mind to know one's nature';2) teaching methods stated in 'inspiring students instead of instilling knowledge into them';3) daily life devoted to cultivation and reverence as conveyed in 'continuing one's learning in leisure time'.These three points influence and interrelate with each other,presenting the Confucian viewpoint of the function of humanistic education,i.e.educating people to transform their customs and habits.

关 键 词：儒家 《学记》 人文素质 化民成俗 

分 类 号：G40-01[文化科学—教育学原理]