《论语》中的全人教育传统  

The Holistic Education Tradition in The Analects

作　　者：郑晨瑶 Zheng Chenyao(College of Education,Dalian University,Dalian 116622,China)

机构地区：[1]大连大学教育学院,辽宁大连116622

出　　处：《齐鲁师范学院学报》2021年第1期49-55,共7页Journal of Qilu Normal University

摘　　要：孔子的教育观形成于春秋时期,礼崩乐坏的社会现实,从周的社会理想融入其教育实践,形成了“为君子”的教育目标,博学约礼的教育内容,注重学生自主发展的教育方法,这是孔门“道为统摄,学仕统一”的全人教育传统的具体体现。通过对《论语》的耙梳和分析总结出孔门全人教育传统的主要内容,凝练出轴心时代的儒家为全人教育贡献的东方经验,对于继续深入探讨儒家教育思想和全人教育理论与实践都颇有启发价值与现实意义。Confucius'view of education was formed in the Spring and Autumn Period,and the social reality of destruction of rite system of the Zhou Dynasty was integrated into his educational practice from the Zhou Dynasty's social ideal,forming the educational goal of“being a gentleman”,the educational content of erudition as well as ceremony,and the educational method of students'independent development.This is a concrete manifestation of Confucianism's holistic education tradition of“Tao is the ruler and the academics are unified”.By combing and analyzing The Analects of Confucius,we summarized the main contents of the whole education tradition of Confucius,condensed the Oriental experience of Confucianism in the Axis era,and contributed to holistic education.It is of enlightening value and practical significance to continue to explore Confucian educational thought and holistic educational theory and practice.

关 键 词：全人教育 孔子 《论语》 

分 类 号：G420[文化科学—课程与教学论]