回归人性:关于教育本质的再认知——兼论卢梭《爱弥儿》自然教育思想的当代价值  

Returning to Human Nature:Philosophical Recognition of the Essence of Education and Its Contemporary Value Rooting from Rousseau’s Natural Education Thought in Emile

作　　者：杨嵘均 YANG Rong-jun

机构地区：[1]华东政法大学马克思主义学院

出　　处：《华南师范大学学报（社会科学版）》2020年第4期58-70,190,共14页Journal of South China Normal University：Social Science Edition

基　　金：国家社会科学基金重点项目“网络虚拟社群对国家政治安全的影响及政府协同治理研究”(14AZZ016)。

摘　　要：从人性的角度反思当前中国的教育本质,目的在于从哲学层面说清楚并更加强调教育人性化的现实性、迫切性及重要性。为此,研究卢梭建立于人性基础上的自然教育思想,意在强调教育不能因为眼前的功利而忽视乃至湮没人性,而是要突出人之为人的人性教育。应以人性自由的教育为核心,改革当前中国教育不合理的做法以及僵化机械的教育体制,让教育自然而然地展开、自足地存在,从而培育受教育者的真善美认知与爱智健能力,使他们具备人之为人的想象力、创造力和生活的意义感,并进而成为“热爱自由和崇尚纯真与美德”的人。To rethink the essence of education in China from the perspective of human nature is to clarify and emphasize the reality,urgency and importance of humanization of education in the philosophical sphere.Therefore,at the present,to study Rousseau’s natural education thought in Emile,which is based on human nature,is to emphasize that education should not neglect or even annihilate human nature because of current utilitarianism,but should highlight the education of human nature.Above all,human freedom should be regarded as a core value to reform the current unreasonable practice of education and the rigid mechanical education system in China,whose aim is to let education unfold naturally and be self-sufficient,so as to cultivate the educatees cognition of truth,goodness and beauty and the ability of love for intelligence and health,equip them with human imagination,creativity and sense of meaning about life,and then make them become people who“love freedom and advocate innocence and virtue”.

关 键 词：卢梭 《爱弥儿》 自然教育 人性 自由 

分 类 号：G40[文化科学—教育学原理]