《老子》的概念框架诠释  

Interpretation of the Conceptual Framework of Laozi

作　　者：刘峻杉[1] LIU Jun-shan(Elementary Education College of Capital Normal University,Beijing 100048,China)

机构地区：[1]首都师范大学初等教育学院,北京100048

出　　处：《教育学报》2018年第4期99-110,共12页Journal of Educational Studies

基　　金：国家社会科学基金2017年度教育学一般课题"中国传统核心价值观与当代德育的共鸣融合"(课题批准号:BEA170110)的阶段性成果

摘　　要：诠释中国文化经典和接续传统教育思想是中国教育本土创新的重要根基,而诠释效果的实质性产生需要不断反思和创新诠释方法。对经典进行概念框架诠释,指通过把握文本内的关键概念之间的关联性和系统性,来展示经典所蕴含思想的大脉络和大方向。运用这种方法,可以用六条纵向主线和五个横向的核心"概念族"来作为把握《老子》思想的一种理解性框架。其中,纵向主线分别是形而上学意义的自上而下的"离道失德论"和"道生德养论",以及自下而上的以"修""复""法""归"为代表的四条主线。这六条纵向主线具有鲜明的境界论和超越论色彩。五个核心概念族,指"道""德""自然""无为""圣人"作为《老子》思想中的核心概念,与其各自的同位词或意义相近相关词共同构成的五个词汇群组,可以成为横向理解《老子》思想的五条线索。The interpretation of Chinese cultural classics and traditional education thoughts is an important foundation of local innovation in Chinese education,and the substantial production of interpretation effects requires constant reflection and innovative interpretation methods.Classical works'conceptual framework interpretation refers to the general context and general direction of classical ideas by grasping the relevance and systematicness of key concepts within the text.Using this method,tt is possible to use six vertical main lines and five horizontal core“concept clusters”as an understanding framework for Laozi’s thought.Among them,the vertical main lines are respectively from the top to the bottom of the“lost morality theory”and“Dao ShengDe yang theory”,and the bottom-up direction of“repair(修)”,“restore(复)”,“follow(法)”and“return(归)”as the representative.The four main lines have distinctive realism and transcendence.The core concept cluster refers to“Tao(道)”,“De(德)”,“Nature(自然)”,”Inaction(无为)”,and“Sage(圣人)”as the core concepts in the“Laoti”thought.Together with their respective homonyms or similar related words,they constitute five vocabulary groups,becoming the five clues to understanding Laozi's thought horizontally.

关 键 词：《老子》概念框架 既念族 经典诠释 中国传统教育思想 

分 类 号：G40-09[文化科学—教育学原理]