论孟子的苦难教育思想  

On Mencius’ s Thought of Suffering Education

作　　者：施克灿[1] 辜慧敏 SHI Kecan;GU Huimin(Faculty of Education,Beijing Normal University,Beijing,China,100875)

机构地区：[1]北京师范大学教育学部,北京100875

出　　处：《教育文化论坛》2022年第2期1-7,共7页Tribune of Education Culture

摘　　要：在孟子的理论逻辑中,苦难指的是在社会伦理受到冲击下的个体悲惨的生命体验,包括身体和心志上的磨难;苦难教育则是引导学生在悲惨的生命中选择存养本心的道德实践活动;天道赋予了苦难教育存在的先天绝对性、普遍性和特殊性、可感通性、“自求”性和可转化性的特征;苦难教育贯穿于每个人的一生,其存在的意义在于消弭苦难,增加内心对义理的愉悦之情,最终达到天人合一。分析孟子的苦难教育思想,不仅有利于进一步丰富挫折教育理论的建构方式,而且对于培养人的独特性和社会性有着重要的现实启发。In the logic of Mencius’ s theory, suffering refers to the individual’s miserable life experience under the impact of social ethics, both in physical and mental aspects. The education of suffering is a moral practice that guides students to choose to keep their original conscience in miserable life. The way of heaven endowed suffering education with the characteristics of innate absoluteness, universality and particularity, sensibility, "self-seeking" and transmutation. Suffering education runs through everyone’s life, existing to eliminate suffering, increase the inner pleasure of righteousness, so as to finally reach the unity of heaven and man. The analysis of Mencius’ s thought of suffering education is not only conducive to further enrich the construction of frustration education theory, but also has an important practical inspiration for the cultivation of people’s being unique and social.

关 键 词：苦难教育 天人关系 幸福 

分 类 号：G529[文化科学—教育学]