通情以达理:中国传统书院教育的价值诉求  

Access to Reason via Common Sentiment:Value Pursuit of Chinese Traditional Academy Education

作　　者：谭小熙 TAN Xiaoxi(Dalian University of Technology,Dalian 116024,Liaoning,China)

机构地区：[1]大连理工大学高等教育研究院,辽宁大连116024

出　　处：《扬州大学学报（高教研究版）》2022年第4期51-57,共7页Journal of Yangzhou University（Higher Education Study Edition）

基　　金：国家社会科学基金教育学一般课题“学科评估对大学学科建设的影响及改进策略研究”(BIA200199)。

摘　　要：情理兼修是理解中国传统书院教育的内在维度。传统书院教育本质上就是让士人实现理学家们认为的理想人生,即“情理共生”的人生。士人情理失衡的生命困境表现为唯情是理、无情是理、纵情无理三种类型,传统书院教育以“融情于理”为原则,重建士人的人生理想。传统书院教育以情感为元点,以敬、诚、乐培养理性,以敬畏之情、真切之情、自得之情明理,而理性最终又以中和的情感表现出来,从而实现其“通情达理”的价值诉求。Cultivating both Sentiment(Qing)and Reason(Li)is the inner dimension of understanding Chinese traditional academy education.The essence of traditional academy education is to enable scholars to realize the ideal life maintained by Song and Ming neo-Confucianism,namely the life of symbiosis between Sentiment and Reason".The life dilemma of the ancient Chinese scholars is manifested in three types:regarding Sentiment as the only Reason;regarding non-sentiment as the Reason;indulging themselves in Sentiment regardless of Reason.The traditional academy education takes the principle of integrating Sentiment in Reason"to rebuild the ideal of the scholars.It starts with Sentiment,cultivates Reason with respect,sincerity and music,and enables the access to Reason with the Sentiment of awe,sincerity and self-satisfaction,thus realizing its value pursuit of access to Reason via common Sentiment".

关 键 词：中国古代书院 书院教育 情理兼修 情感教育 

分 类 号：G649.299[文化科学—高等教育学]