术语、翻译与文化:“个性”作为教育学术语的确立  

Professional Terms,Translation and Culture The Establishment of Personality as a Pedagogical Term in China and Japan

作　　者：张三妮[1] 

机构地区：[1]河南理工大学外国语学院,河南焦作454003

出　　处：《河南理工大学学报（社会科学版）》2014年第4期492-496,共5页Journal of Henan Polytechnic University:Social Sciences

基　　金：河南省教育厅人文社科研究项目(2014-GH-207);河南理工大学校级教学改革重点项目

摘　　要：从19世纪的教育学、心理学和哲学的具体历史语境当中,探究赫尔巴特教育思想中的个性论,以期发掘在中日两国近代教育学建立伊始"个性"这一术语复杂构成因素和其确立的过程。在近代中国,"个性"经由翻译而来,透过对"个性"在中日两国作为教育学术语确立的探讨,通过对他者文化的理解,以加深对中国近代教育本身的整体观的建构以及自我认识。This paper studies the personality theory of Herbart＇ s pedagogical thoughts in the historical context of the 19th century＇ s pedagogy, psychology and philosophy, so as to explore the complex consti- tution and establishment of the term “personality” at the beginning of the establishment of modern peda- gogy in both China and Japan. The term “personality” is translated into Chinese pedagogy and this study aims to deepen the construction of the overall concept of China＇ s modern pedagogy and self-awareness.

关 键 词：术语 翻译 文化 赫尔巴特个性论 

分 类 号：H059[语言文字—语言学] G40-09[文化科学—教育学原理]