从爱弥儿到罗伯斯庇尔——书斋之外的卢梭思想效应及其反思  

From Emile to Robespierre:Rousseau’s Thought Effect outside the Ivory Tower and its Reflection

作　　者：胡君进 HU Jun-jin(College of Education, Shanghai Normal University, Shanghai ,200234 , China)

机构地区：[1]上海师范大学教育学院

出　　处：《基础教育》2019年第3期14-24,共11页Journal of Schooling Studies

基　　金：中国博士后科学基金面上资助(2019M650087)阶段性成果

摘　　要：《爱弥儿》不只是一部教育论著,更是一部政治论著。《爱弥儿》一书的最大政治性特征就在于,卢梭试图将爱弥儿培养成一位立法者。由于卢梭旨在让爱弥儿成为公民群体中那个最为特殊的立法者,这使得在爱弥儿身上发生的教育自始至终都带着强烈的政治性倾向。而这个作为立法者的爱弥儿形象,最终得以人格化和现实化,成为了法国大革命中的人民领袖罗伯斯庇尔。面对这样一种书斋之外的卢梭思想效应,除了要认清爱弥儿式教育具有极端放大教育政治功能的潜在危险,更是要看到其本质上是一种反民主性质的精英教育学。为此,现代社会需要建构一种民主情境的制度教育学,才能真正实现对于卢梭式爱弥儿教育的内在超越,以推动现代教育的合理发展和稳健转型。Emile is not only an educational treatise,but also a political treatise.The greatest political feature of Emile is reflected in Rousseau’s intention which is that he regards the legislator as an educational goal of Emile.Because Rousseau aims to make Emile the most special"legislator"among the citizens,Emile’s education has a strong political tendency from beginning to end.And this image of Emile as a"legislator"was finally personified and realistic,and became the people’s leader Robespierre in the French revolution.In addition to recognizing the potential danger of Emile education’s extreme amplification of education’s political function,it is also necessary to see that Emile education is an elite pedagogy of anti-democratic nature.Therefore,the modern society needs to construct an institutional pedagogy in a democratic situation,so as to truly achieve the internal transcendence of Rousseau’s Emile education and promote the reasonable development and stable transformation of modern education.

关 键 词：爱弥儿 立法者 罗伯斯庇尔 精英教育学 制度教育学 

分 类 号：G40-09[文化科学—教育学原理]