习性与儿童道德教育:基于洛克《教育漫话》的解读  

Habit and Children’s Moral Education:An Interpretation Basd on Loke’s Some Thoughts Concerning Education

作　　者：王晖[1] WANG Hui(Research Center for Classical Civilization,Renmin University of China,Beijing 100872 China)

机构地区：[1]中国人民大学古典文明研究中心,北京100872

出　　处：《学前教育研究》2023年第7期41-49,共9页Studies in Early Childhood Education

基　　金：全国教育科学“十四五”规划2021年度课题国家一般项目“青少年成长中的价值涵养与中国少年培育体系的建构”(项目编号:BEAZ10112)。

摘　　要：出于对理性自主及启蒙精神的理想化追求,现代社会常常片面地贬低习性的教育,将其等同于一种灌输或压制的机制。阐释洛克的儿童教育思想,有助于重新认清习性教育对于儿童道德成长的影响机制及关键意义。依循儿童的心理特性,洛克在《教育漫话》中将教育的主要工作论述为培育儿童心灵的习性,而非培育理性精神。这是因为“习性”对早期儿童心理及其道德养成有着强大的效力,而教育也应当利用这一因素,塑造儿童坚定的道德信念。首先,教育者可以依靠荣誉与羞耻的管教,将道德原则灌输到儿童的心灵中;其次,应当利用儿童的自尊心,使他将道德习性提炼为自主的实践原则;最后,理性与习性并非完全对立的关系,良好的习性必须得到理性的审察与确立。According to the nature of children,Locke described the main task in Some Thoughts Concerning Education as cultivating children’s mental habit,rather than reason.This is because“habit”has a strong effect on the mind of children,and education should also use this method to shape children’s steady moral belief:on the one hand,educators can rely on the reputation and shame to instill the moral habit into children’s mind;on the other hand,children’s pride should be used to refine their external moral habit into autonomous practical principles.Finally,reason and habit are not completely contradictory,and good habit must be examined and established by reason.Due to the spirit of modern enlightenment,modern society often devalues the education of habit as a method of indoctrination or repression.Interpreting Locke’s thoughts on children’s education can help us understand the ways and key significance of habituation’s impact on children’s moral growth.

关 键 词：儿童教育 习性 理性 洛克 《教育漫话》 

分 类 号：G611[文化科学—学前教育学]