亚里士多德教育阶段论的理论意蕴及其现代启示  

The Theoretical Implication and Inspiration of Aristotle's Stage Theory of Education

作　　者：闵昌维[1,2] 李志峰[1] 

机构地区：[1]武汉理工大学高等教育研究所,湖北武汉430070 [2]湖北省黄石市第二十中学,湖北黄石435000

出　　处：《武汉理工大学学报（社会科学版）》2012年第2期185-188,共4页Journal of Wuhan University of Technology:Social Sciences Edition

基　　金：国家社会科学基金项目(CFA100131)

摘　　要：亚里士多德认为,教育应与人的自然发展相适应,具体是分三阶段来施行,首先是进行人的植物灵魂与动物灵魂培养,然后进行人的理性灵魂的教育,最后达致善与幸福。其教育的阶段论思想对我国教育改革有如下启示:教育的目的不是应试,也不仅仅是为了职业,而应侧重公民教育和生活教育,要重视理性教化传统,培养学生的理性精神。Aristotle believed that education should adapt to human＇s natural development and be divided in the process of implementation into three stages——the first stage is to nurture the human＇s plant and animal souls;and next,it is to carry on the education of human＇s rational soul;and the final stage is to achieve the stage thought about the perfection and happiness.His thought has the following enlightenment to our country educational reform：rather than the examination or occupation,the purpose of education focus on the civic education and the life education,as well as the rational enlightenment tradition and the students＇ rational spirit.

关 键 词：亚里士多德 教育阶段论 理论意蕴 教育改革 

分 类 号：G40-059.3[文化科学—教育学原理]