从理论到实践:西方整体教育的发展与启示——访多伦多大学约翰·米勒(John P.Miller)教授  

From Theory to Practice:The Development and Enlightenment of Holistic Education--Interview with Professor John P.Miller,University of Toronto

作　　者：程琳[1,2] 李太平 CHENG Lin;LI Taiping(School of Education,Huazhong University of Science and Technology,Wuhan,430074,China;Ontario Institute for Studies in Education,University of Toronto,Toronto,M5S1V6,Canada)

机构地区：[1]华中科技大学教育科学研究院,武汉430074 [2]多伦多大学安大略教育学院,多伦多M5S1V6

出　　处：《全球教育展望》2023年第3期16-24,共9页Global Education

基　　金：全国教育科学规划课题国家一般课题“教育学者介入教育活动的理论建构与现实反思”(项目编号:BAA190231)的研究成果之一。

摘　　要：整体教育是随着人文主义教育理论流派发展、于20世纪80年代提出并延续至今的教育理念和教育范式。整体教育基于对工业革命以来世界教育碎片化发展的批判,提倡教育应培养完整的人,促进学生身体、思想和精神方面的整体性发展。约翰·米勒教授指导创办的均点学校是实施整体教育的示范,整体教育实践具有灵活性和多样性,很多国家、地区的学校、教师围绕“培养完整的人”因地制宜的实施整体教育。近几年来,随着新冠疫情的影响和智能教育技术的应用,世界大多数国家的学校教育、师生发展处于一种疏离的状态,这也使得整体教育面临新的挑战,但是整体教育因致力于培养人的完整性将会在适宜的地方得以发展。Holistic education is an educational concept and educational paradigm that emerged in the 1980s with the development of humanistic educational theories and the criticisms of the fragmented development of education since the Industrial Revolution.Holistic education aims to develop the whole person and promote the holistic development of the student's body,mind,and spirit.The Equinox holistic alternative School,founded under the guidance of Professor John P.Miller,is a campus school that develops holistic education.The holistic education practice is flexible and diverse,and schools and teachers in many countries and regions conducted holistic education according to local conditions and maintain a focus on reaching the whole person.In recent years,under the influence of the COVID-19 epidemic and the application of intelligent technology,the alienation of teachers and students in schools has also brought new challenges to holistic education.But holistic education will still be developed where appropriate because of its commitment to developing the wholeness of human being.

关 键 词：整体教育 人文主义教育 整体课程 整体教育学校 

分 类 号：G511[文化科学—教育学]