论梁启超教育思想当代传播与接受之困  

On the Difficulties in Spreading and Accepting Liang Qichao’s Educational Thoughts in the Contemporary Era

作　　者：邓文华[1] 陈诗颖 DENG Wen-hua;CHEN Shi-ying

机构地区：[1]五邑大学文学院,广东江门529020

出　　处：《五邑大学学报（社会科学版）》2023年第1期18-22,92,共6页Journal of Wuyi University(Social Sciences Edition)

基　　金：广东省哲学社会科学规划项目“梁启超的文体观与其国家形象建构关系研究”(批准号:GD20CZW09);广东省本科高校教学质量与教学改革工程2021年度项目“引领与示范:课程思政背景下中国当代文学教改探索”(批准号:GDJX2021010);广东省高等学校教学管理学会2021年度课程思政建设项目“中国当代文学史”(批准号:X-KCSZ2021199)之阶段性研究成果。

摘　　要：梁启超教育思想在当代的传播与接受存在范围有限、效果不佳等问题。原因有三:一是以“辩证”的名义把梁启超后期教育思想故意遮蔽;二是以“专业主义”名义将梁启超教育思想进行“肢解”;三是梁启超教育思想的超功利性与当代教育的功利性存在冲突。若要解决梁启超教育思想传播与接受过程中的问题,需要做到:一是准确理解、科学评价梁启超的教育思想,二是消除梁启超教育思想传播与接受过程中的几对紧张关系,三是营造良好的教育环境。The dissemination and acceptance of Liang Qichao’s educational thoughts in the contemporary era are limited in scope and ineffective.There are three reasons:First,in the name of "dialectics",Liang Qichao’s later educational thoughts were deliberately shrouded;second,they are "dismembered" in the name of "professionalism";third,their ultra-utilitarianism conflicts with the utilitarianism of contemporary education.To solve the problems in the process of the dissemination and acceptance of Liang Qichao’s educational thoughts,we need to:first,accurately understand and scientifically evaluate Liang Qichao’s educational thoughts;second,eliminate several pairs of tensions;and third,create a good educational environment.

关 键 词：梁启超 教育思想 传播 接受 

分 类 号：B259.1[哲学宗教—中国哲学] G40[文化科学—教育学原理]