从基督教人文主义到现实人文主义——文艺复兴时期英国人文主义教育思想的演进  

From the Christian Humanism to the Reality Humanism——The evolution of British humanism education thought during the Renaissance

作　　者：易红郡[1] 

机构地区：[1]湖南师范大学教育科学学院,湖南长沙410081

出　　处：《教育文化论坛》2015年第5期6-12,共7页Tribune of Education Culture

基　　金：全国教育科学"十二五"规划教育部重点课题(DOA140203)"英国教育思想的演进(文艺复兴至20世纪)

摘　　要：文艺复兴时期,英国人文主义教育具有鲜明的时代特征。前期它表现为以科利特为代表的基督教人文主义,注重运用人文主义方法研究圣经,其最终目的是为了虔敬上帝;后期则表现为以弥尔顿为代表的现实人文主义,强调人文主义教育与世俗生活之间的联系,其真正目的是培养现实生活所需要的人才。总之,人文主义精神对英国教育改革产生了重要影响,并预示着西欧人文主义教育发展的新趋势。During the Renaissance, the British humanism education had distinct characteristics of the Times. Early In the period, it embodied by Colet＇s Christian humanism, laying emphasis on studying the Bible by humanism method, and its ultimate aim was piety the God. In the later period, it expressed by Milton＇ s reality humanism, stressing the relation between the humanism education and secular life, and its real purpose was cultivating talents for the secular life. In a word, the humanism spirit had significant in- fluences on the British education reform and it heralded the new trend of European humanism education development.

关 键 词：文艺复兴 英国人文主义 教育思想 演进 

分 类 号：G519[文化科学—教育学]