论教育的“闲暇”精神  

The“Leisure”Spirit of Education

作　　者：姜勇[1] 张婕[1] 

机构地区：[1]华东师范大学学前教育与特殊教育学院,上海200062

出　　处：《教育理论与实践》2012年第11期3-6,共4页Theory and Practice of Education

基　　金：2011年度教育部人文社会科学研究规划项目<教师专业准入标准的研制研究>(项目编号:11YJC880039)的研究成果之一

摘　　要：真正的教育是有"闲暇"精神的。在"闲暇"之中,教师潜移默化地对学生的人格加以历练培育,对学生的品性施以涵养淬砺,对学生的道德良知予以萌发唤醒。教育的"闲暇"精神有两层含义:一是"时间",即要解放学生的时间,让学生拥有更多自主选择、自主探究、自主思想的时间;二是"心境",表现为学生愉悦欢欣、悠然自得、潜泳沉醉、无所牵绊的一种"生存"状态。教育要真正体现"闲暇"精神,必须践履以下三点:一是呼唤教育的人文精神,与功利主义的教育道别;二是呼唤教育的自由精神,与束缚思想、心灵与精神的实用主义教育相道别;三是呼唤教育的幸福精神,与压抑幸福与快乐体验的工具理性主义教育道别。Real education has the ＂leisure ＂ spirit. In the ＂leisure＂, teachers cultivate students＇ personality, train students＇ character and awaken students＇ moral consciousness in a subtle way. The ＂leisure＂ spirit of education has two meanings. One is ＂time＂, which means education should first liberate students＇ time and allow them to have more time to select, explore and think autonomously; the other is ＂mood＂, which refers to the ＂existence＂ state where students are happy, comfortable, intoxicated and unfettered. To embody the ＂leisure＂ calling spirit, education must carry out the following three points： for the humanistic spirit of education and saying good-bye to the utilitarian pedagogy; calling for the free spirit of education and saying good-bye to the pragmatist education constraining the thought, mind and spirit; calling for the happy spirit of education and saying good-bye to the instrumental rationalist pedagogy depressing happy and joyful experience.

关 键 词：教育 闲暇精神 时间与心境 生存状态 

分 类 号：G40-011[文化科学—教育学原理]