学而为人——《论语·学而》的教育意蕴  

Learning for Being Human——On the Educational Implications of Chapter One in Confucian Analects

作　　者：陈高华[1] 

机构地区：[1]大连理工大学人文学院,辽宁大连116024

出　　处：《湖南师范大学教育科学学报》2015年第1期10-13,18,共5页Journal of Educational Science of Hunan Normal University

基　　金：2013年国家社科基金青年项目[13CKS031];大连理工大学"中央高校基本科研业务费专项资金资助项目"[DLLT13RC(3)64]

摘　　要：教育就是怀着让人成为人的期冀展开的一项坚持不懈的活动。然而,现代社会在对人做了一劳永逸地肯认之后,却使得人在教育中更多地偏向了"成才"的一维。要扭转现代教育的这种偏向,有必要重拾古典教育的"成人"理念,以协调因物役而误入歧途的"成才"目的。以《论语·学而》篇为分析文本,从学的"觉"解、学而为仁、学在人间和学无止境四个方面阐释"学而为人"这一古典教育理念,以揭示其对于现代教育的意义。Education is a persistent activity for the sake of cultivating human. However,people is affirmed once and for all in the modern society,then＂being specialist＂becomes the aim of education. In order to correct this deviation of modern education, it is necessary to revive the idea of＂ being human＂ in the classical education for balancing specialist-oriented education. On the basis of chapter 1 in Confucian Analects,this article explains the idea of＂learning for being human＂in the classical education from four perspectives——Learning as awaking,Learning for being benevolent,Learning in the world,and Learning without end,which reveals its significance for the modern education.

关 键 词：学而为人 学的“觉”解 学而为仁 学无止境 

分 类 号：G40-092.25[文化科学—教育学原理]