“君子不器”:儒家教育思想的后现代维度  

The Gentleman is No Vessel:A Post-modern Dimension of Confucian Educational Thoughts

作　　者：金洁[1] Jin Jie(School of Foreign Languages,Anhui Agricultural University, Hefei Anhui 230036,China)

机构地区：[1]安徽农业大学外国语学院,安徽合肥230036

出　　处：《河北科技师范学院学报（社会科学版）》2020年第1期76-81,共6页Journal of Hebei Normal University of Science & Technology(Social Sciences)

基　　金：2017年安徽省教育厅人文社会科学研究重点项目“跨文化视域下新人文主义建构研究”(SK2017A0157);安徽省教育厅2017高校优秀青年骨干人才国内外访学研修项目“跨文化视域下新人文主义建构研究”(gxfx2017003)。

摘　　要：现代性教育缘起于西方,具有解放和压迫人性的双重特征。后现代教育哲学旨在解构现代性教育的宰制和独断,主张教育向生命系统的复归。它的兴起为儒家“前现代”教育思想提供了参与今天全球性教育对话的重要阈境。儒家“君子不器”思想在教育目标、知识观和学习观等方面与后现代教育哲学具有一定的契合。二者的会通对于突破西方现代性教育的囿限,丰富我国现代性教育的内涵和促进儒家思想在新的历史条件下的创造性转化均具有一定的启发性。Modern education originates in the west,which both emancipates and represses human nature.To destruct the absoluteness and arbitrariness of modern education,post-modern educational philosophy advocates a return to the life system and provides the“pre-modern”Confucian educational thoughts with an important platform to play a role in today’s global educational dialogue.The idea“The Gentleman is No Vessel”of Confucius shares something with post-modern educational philosophy in terms of the goal of education,the view of knowledge and the view of learning.A dialogue between them helps to break through the limitations of modern education,advance our own educational modernization and realize the creative transformation of Confucian thoughts today.

关 键 词：现代性教育 后现代教育哲学 儒家教育思想 “君子不器” 

分 类 号：G40-092[文化科学—教育学原理]