赫斯特分析教育哲学理论研究  

On Hirst's Theory of Analytic Philosophy of Education

作　　者：朱镜人[1,2] 费建国[3] 

机构地区：[1]合肥师范学院教师教育研究中心,安徽合肥230061 [2]安徽新华学院大学生素质研究中心,安徽合肥230088 [3]合肥工业大学图书馆,安徽合肥230009

出　　处：《湖南师范大学教育科学学报》2014年第1期115-120,共6页Journal of Educational Science of Hunan Normal University

基　　金：国家社会科学基金"十一五"规划教育学一般课题"英国现代教育思想流派的历史演进研究"[BAA090013]

摘　　要：赫斯特认为,"教育"概念的内涵随着时代变迁而变化,其目的在于培养有责任心的公民;自由教育关注的是心智的发展,它是一种宽泛的基础教育;"教"的活动不同于其他活动,"教"必须引发学习活动,学习活动不等于"教"的活动,"教"具有其独特的逻辑原理。赫斯特对"教育目的"、"自由教育"和"教"三个概念的分析对我们理解这些问题具有重要的启示。According to Hirst, the meaning of the concept of education has changed since it came to the world, and the aim of education is to bring up the responsible citizen. Liberal education is concerned with the development of mind, and it is the broad basic foundation of education. Teaching is different from other activities, and it is not equal to learning activity. There are the unique logic gratmuar in teaching activity. Hirst＇s analysis of the concepts concerning educational aims and liberal education as well as teaching are helpful for us to understand these concepts.

关 键 词：赫斯特 分析教育哲学 理论 

分 类 号：G400.9[文化科学—教育学原理]