个体自由与教育权威:托尔斯泰的观点、实践及其争议  

Individual Freedom and Educational Authority:Leo Tolstoy’s View,Practice and Controversy

作　　者：曹雅洁 Cao Yajie(Faculty of Education of East China Normal University)

机构地区：[1]华东师范大学教育学部

出　　处：《教育史研究》2023年第3期129-139,共11页Educational History Studies

基　　金：中央高校基本科研业务费专项资金资助项目(YBNLTS2022-022)。

摘　　要：托尔斯泰曾以著书立说、开办学校等方式积极参与19世纪中后期的俄国教育变革,而我国学界对其教育思想与实践鲜有研究。通过分析托尔斯泰对教育问题关注的缘起、自由教育的理念与实践,可以得出一个结论,个体自由是教育权威的来源。艾米·古特曼(Amy Gutman)、密尔(John Mill)、斯普林(Joel Spring)等人的观点反映出托尔斯泰的理念中存在个体自由的道德边界模糊、国家监管缺位、教育的逻辑性不强等诸多不足。但是,在辨析相关理论的基础之上可以发现,托尔斯泰的自由教育思想与实践回应了一个重要的议题——教育权威的来源,这对于反思个体自由与教育之间的关系十分必要。At the end of the 19th century,Leo Tolstoy took an active part in Russian educational reform by writing books and opening schools.There is little research on his educational thought and practice in China.By analyzing the origin of his concern about education and his concept and practice of free education,it is found that individual freedom is the source of educational authority.The viewpoints of Amy Gutman,John Mill,and Joel Spring reflect the shortcomings of his ideas,such as the lack of moral boundaries of individual freedom,the absence of state supervision,and the weak logic of education.However,by analyzing relevant theories,it can be seen that his free education thought and practice respond to an important issue:the source of educational authority,which is very necessary to reflect on the relationship between individual freedom and education.

关 键 词：托尔斯泰 自由学校 自由教育 

分 类 号：G40-09[文化科学—教育学原理]