经典重温的教育学意蕴——在柏拉图与卢梭之间  

On the Pedagogical Meanings of Rereading Classic Between Plato and Rousseau

作　　者：侯素芳[1] 

机构地区：[1]东北师范大学教育学部,吉林长春130024

出　　处：《东北师大学报（哲学社会科学版）》2012年第5期205-209,共5页Journal of Northeast Normal University(Philosophy and Social Science Edition)

基　　金：吉林省社会科学基金项目(2009B047)

摘　　要：教育学的发展离不开经典的滋养,需要不断学习经典的教育情怀与建构教育学的方式。笔者从政治哲学的视角出发,重读柏拉图与卢梭的教育思想,对教育学的建构有三重意义:从自然正义到自然权利——教育思想价值取向的转换;从"统一"到"公意"——教育理论思维的传统与创新;从"隐微"到"直白"——教育思想叙述范式的个性化。Rereading the educational ideas of Plato and Rousseau from the perspective of political philosophy has three pedagogical meanings：first, from natural justice to natural rights the transformation of value orientation of educational thought^second, from ＂unity＂ to ＂general will＂ the tradition and innovation in educational theory thinking ~ third , from the ＂esoteric＂ to ＂frank＂ the narrative paradigm of personalized education thought.

关 键 词：柏拉图 卢梭 自然权利 个体权利 统一思维 教育叙式 

分 类 号：G40-09[文化科学—教育学原理]