论“自得”之学的批判指向及其内涵界定  

On the Objects of Self- cultivation School and its Connotation Definition

作　　者：卓进[1] 王建军[2] 

机构地区：[1]内江师范学院教育科学学院,四川内江641100 [2]华南师范大学公共管理学院,广东广州510631

出　　处：《五邑大学学报（社会科学版）》2015年第1期72-75,95,共4页Journal of Wuyi University(Social Sciences Edition)

基　　金：四川省教育厅人文社会科学研究一般项目"白沙;甘泉心学功夫论研究"(批准号:13SB0010)的阶段性研究成果

摘　　要：中国古典教育有深厚的"自得"之学传统。探讨"自得"之学对功利主义学习目的、学而不思的学习方法、驰求于外的学习方向的批判,厘清其三重内涵:自身发展的学习目的 (于己有得)、自主思考的学习方法(由自己得)、自得心源的学习方向(得之于心),有助于反思当下教育的弊端。China's classical education was deeply rooted in a strong'self- cultivation'tradition. Exploring the criticisms of'self- cultivation'advocates against utilitarianism- oriented learning purpose,learning without thought,and the method of seeking learning from the outside is conducive to clarifying its triple connotations of self- development as the objective,independent thinking as the learning method,and seeking knowledge from the inside as the source. Advocating self- cultivation is conducive to reflecting on the ills of contemporary education.

关 键 词：自得 为己之学 教育功利主义 陈白沙 

分 类 号：B21[哲学宗教—中国哲学] C40[社会学]