论利伯蒂·贝利的生态教育哲学思想及其现实价值  

On Liberty Bailey’s Ecological Philosophy of Education and Its Realistic Value

作　　者：许锋华[1] 郑敏 Xu Fenghua;Zheng Min

机构地区：[1]华中师范大学教育学院,湖北武汉430079

出　　处：《鄱阳湖学刊》2022年第6期82-91,126,共11页Journal of Poyang Lake

基　　金：教育部哲学社会科学研究后期资助重大项目“环境与可持续发展教育的国别研究”(22JHQ018)。

摘　　要：19—20世纪的西方正值进化论思想形成,城市化、工业化进程加快的关键时期。在这样的时代背景下,利伯蒂·海德·贝利秉持着以合作、参与及整体主义为核心的生态世界观,提出实现生命的艺术化表现,进而构建基于人地道德关系的文明社会的构想;并主张在遵循门徒训练的教育原则前提下,通过自然研究与社会服务的方式实现这一教育目的。贝利被誉为“生态教育哲学的先驱与先知”,其生态哲学思想对当时乃至后世均具有重要影响。当前的生态文明教育应吸收其思想精髓,打破现代思维模式,以艺术化表现生命为育人目标,树立自然研究理念,创新高等教育社会服务活动,为生态文明建设助力。The 19th and 20th centuries in the West witnessed a crucial period when the evolutionary thought was formed and the urbanization and industrialization were accelerated. It is against this historical backdrop that Liberty Hyde Bailey upheld his ecological world view with cooperation, participation and holism as the core and proposed his idea of realizing the artistic expression of life, and then building a civilized society based on the moral relationship between man and earth. He also advocated that the purpose of education should be realized through nature research and social service under the premise of following the educational principle of discipleship. Bailey is known as the “pioneer and prophet of an ecological philosophy of education”, and his thought was influential in and beyond his own time. The current ecological civilization education should also absorb the essence of his thought, break the modern thinking pattern, take artistic expression of life as the education goal, set up the concept of nature research, innovate higher education social service activities, and serve the construction of ecological civilization.

关 键 词：利伯蒂·贝利 整体主义生态观 生态教育哲学 人地道德关系 

分 类 号：G40-02[文化科学—教育学原理]