墨子的工匠观及其当代教育意义  

Mozi’s View of Artisans and Its Implications for Contemporary Education

作　　者：徐峰[1] 石伟平[1] Xu Feng;Shi Weiping(Vocational and Adult Education Institute of East China Normal University,Shanghai 200062)

机构地区：[1]华东师范大学职业教育与成人教育研究所,上海200062

出　　处：《职业技术教育》2020年第7期42-48,共7页Vocational and Technical Education

基　　金：教育部哲学社会科学研究重大课题攻关项目“职业教育办学模式改革研究”(10JZD0040),主持人:石伟平。

摘　　要：在先秦诸子中,墨子不仅是技术熟练的工匠,而且重视工匠技术的传授。从《墨子》中有关内容分析来看,墨子的工匠观主要体现在对工匠社会地位、工匠能力素质、工匠考核方式及工匠技术规范四个方面的认识。继而,从方法上来讲,成为工匠需要吃苦耐劳、知行合一、拥有高尚的道德修养和对职业的专注和热爱。墨子的工匠观及其相关建议,对于当代中国的教育具有重要意义:保证"农与工肆之人"获得平等的教育权力;主动施教,充分发挥教师的主动性;道德教育要提倡兼爱,重视自我修养;重视职业教育在社会阶层流动中的作用。当然,墨子有关工匠的思想也存在着局限,在教育实践中要批判性地吸收和借鉴。Among the pre-Qin philosophers, Mozi is a skilled craftsman who attaches importance to the teaching of craftsmanship. Mozi’s view of artisans is mainly reflected in the four aspects: artisans’ social status, competencies, assessment methods and their technical norms. Methodologically, to be a craftsman requires a person to have a hardy spirit, unity of knowledge and action, noble morality and aconcentration and love towards profession. Mozi’s concept of artisans and relevant suggestions have great implication for the contemporary Chinese education that enlightens educators to rethink the following issues: ensuring the rights of"farmers or artisans"to access to education equally;exerting teachers’ initiative to teach;moral education should promote both universal love and self-cultivation;emphasizing vocational education’s role in social mobility. Of course, there are limitations in Mozi’s veiw of artisans, thus we should absorb and learn from it in a critical way in educational practice.

关 键 词：墨子 工匠观 技术教育 德才兼备 教育价值 

分 类 号：G719.29[文化科学—职业技术教育学]