理性、自由与教育——洛克的人性论及其教育哲学  

Reason,Freedom and Education: Locke's Views on Human Nature and Educational Philosophy

作　　者：陈洁[1] 李成军[2] 

机构地区：[1]浙江育英职业技术学院,杭州310018 [2]浙江旅游职业学院,杭州311231

出　　处：《成都师范学院学报》2015年第9期1-5,共5页Journal of Chengdu Normal University

摘　　要：洛克的人性论是假定自然状态下对人本质的一种理论预设,其基本观点认为人是理性、自由的。这种人性论的意义在于为儿童何以需要教育进行了理论合法性论证的同时,为其教育思想奠定了基本路线。从人性论出发,洛克阐述了他的教育哲学思想,他认为教育权源于亲权,是儿童由自身处于不成熟的状态而转让给父母的教育责任;他认为由于儿童理性处于不成熟状态,因而教育更应侧重管教,而不是自由。总体而言,从理性、自由的人性论出发,洛克的教育哲学尽管关注人的自由,但是,自由是教育的培养目的而不是过程。John Locke’s views which originate from the theoretical predication on human nature in the state of nature mainly focus on the point that humans are reasonable and free. He puts forward the theoretical arguments when the children need education and set the basic route for children education in the meantime. Based on his views on human nature,Locke offers his thought of educational philosophy. He thinks educational rights come from parental authority which is a educational responsibility of parents in fear of the children’s immaturity. For this reason,education should put emphasis on discipline rather than freedom. In all,Locke’s theory concerns about freedom,but freedom is just the aim of education not the process.

关 键 词：洛克 人性论 自由 理性 

分 类 号：G40-02[文化科学—教育学原理]