从孔子到郎格朗:历史学视角的终身教育理念演变  

From Confucius to Lang Grande:the Evolution of Lifelong Education Idea from the Historical Perspective

作　　者：崔惠民[1,2] 吴雯雯[1] 王书越 

机构地区：[1]安徽财经大学财政与公共管理学院,安徽合肥233041 [2]中国人民大学经济学院,北京100872

出　　处：《太原理工大学学报（社会科学版）》2013年第6期51-55,共5页Journal of Taiyuan University of Technology(Social Science Edition)

基　　金：教育部社科规划基金项目(10YJA790031);安徽财经大学教研项目(ACJYYB2013039)的阶段性成果

摘　　要：孔子最早阐释了终身教育的思想和理念,之后柏拉图和亚里士多德也有相关零散的论述,20世纪60年代法国教育家保尔·郎格朗正式提出终身教育的概念,让人们开始从整个人生的角度来探讨教育。文章从时间的持续性、空间的开放性与内容的广泛性三个维度对孔子的终身教育思想加以整理论述,并结合借鉴法国教育家郎格朗制度化与结构化的终身教育思想,总结出现代终身教育的内涵,以期为完善现代终身教育的制度设计提供参考。The idea of lifelong education was first interpreted by Confucius, then Plato and Aristot- le also gave some fragmented exposition about it. It is French educator Paul Lang Grande who for- mally proposed the concept of lifelong education in the 1960s which made people begin to explore education from the perspective of entire life. This paper sorts out and discusses Confucius^s thoughts about lifelong Education from three dimensions of time continuity, spatial openness and extensiveness of content. Combined with the lifelong education theory of French educator Lang Grande,the paper also sums up the connotation of modern lifelong education in order to provide reference for improving the system design of modern lifelong education.

关 键 词：孔子 郎格朗 终身教育 

分 类 号：K02[历史地理—历史学]