论杨昌济教育伦理思想的三个面相  

On the Three Aspects of YangChangji’s Educational Ethics

作　　者：欧阳询 OU Yang-xun(College of Marxism,Changsha Normal University,Changsha,Hunan 410100,China)

机构地区：[1]长沙师范学院马克思主义学院,湖南长沙410100

出　　处：《湘潭大学学报（哲学社会科学版）》2022年第1期171-175,共5页Journal of Xiangtan University:Philosophy And Social Sciences

基　　金：中国博士后科学基金面上资助项目“杨昌济伦理思想研究”(2017M612563)阶段性成果。

摘　　要：为了实现教育救国的理想,杨昌济不仅潜心研究与教育有关的伦理道德问题,而且矢志不渝地践行自己的教育伦理思想。杨昌济的教育伦理思想大致包括三个方面:一是在教育目的观上,主张德智体全面发展,警惕泛道德主义倾向;二是在教育方法观上,坚持经验主义原则,提倡教授、训练、养护相济为用;三是在师生关系观上,倡导平等交往关系,反对单向的对象化关系。杨昌济的教育伦理思想在当时社会上起到了思想启蒙的作用,尤其是深刻影响了青年毛泽东的思想性格和人格修养。In order to realize the ideal of saving the country through education,Yang Changji not only devoted himself to the study of ethical issues concerning education,but also unswervingly put his own educational ethics into practice.Yang Changji’s educational ethics mainly includes three aspects:First,in the view of educational purpose,he initiated all-round development of morality,intelligence and physical education,and guarded against the tendency of pan-moralism;Second,in the view of educational methods,he adhered to the principle of empiricism,and advocated the use of teaching,training and sports;Third,in the view of teacher-student relationship,he proposed equal communication relationship,and opposed to one-way objectification relationship.To be fair,at that time,Yang Changji’s thought of educational ethics played the role of ideological enlightenment in the society,and especially,it deeply influenced the ideological character and personality cultivation of young Mao Zedong.

关 键 词：杨昌济 教育目的观 教育方法观 师生关系观 

分 类 号：B26[哲学宗教—中国哲学]