朝向公德的情感发展:赫尔巴特论情感及其教育  

Emotional Development Towards Public Virtue:Herbart's Discourse on Emotion and Its Education

作　　者：林凌 LIN Ling(College of Education,Zhejiang Normal University,Jinhua,321004,China)

机构地区：[1]浙江师范大学教育学院,金华321004

出　　处：《全球教育展望》2023年第12期3-20,共18页Global Education

基　　金：2023年度教育部人文社会科学研究青年基金项目“电子媒介时代公共情感的教育困境与路径研究”(项目编号:23YJC880065)的阶段性成果。

摘　　要：缺乏情感的理性教养无法带来真正的德行。同情、善意和爱,是赫尔巴特鉴于教育的道德目的而聚焦的三种情感能力,也是家庭、学校和社会公众协同育德的重要契机。通过重审18世纪英国和德国哲学家的伦理学议题,赫尔巴特重构了情感与理性的关系形态,既在伦理学上重新疏通同情、善意、审美判断和道德判断的关系结构,也在教育学中确立起情理相融的情感发展路径。首先,儿童的情感起源于家庭,在跟父母与熟人的交往中得到初步发展。其次,教师作为“日常交往者”能够引发学生在情感上的“目光转向”,而教育性教学通过“对世界的审美展示”能够拓展儿童原初的熟人交往关系与视野,这是情感能力发展的学校力量。最后,社会公共交往中人与人之间的交际精神,也会对青少年儿童的社会交往与情感能力产生重要影响,后者又反过来成为公共交往领域的塑造力量。The lack of emotional upbringing cannot bring about genuine virtues. Theilnahme, benevolence and love are three emotional capacities that Herbart focuses on in light of the moral purpose of education. They are also important opportunities for families, schools, and the public to collaborate in cultivating virtues. Through a reexamination of ethical issues posed by 18th-century British and German philosophers, Herbart reconstructs the relationship between emotion and rationality. This involves not only ethically reconnecting the structures of Theilnahme, benevolence, aesthetic judgment, and moral judgment, but also establishing a path for emotional development in education where emotion and rationality harmonize. Firstly, children's emotions originate in the family and undergo initial development through interactions with parents and acquaintances. Secondly, teachers, as “daily communicators”, can trigger a student's emotional “shift in focus”. Educational teaching, through “aesthetic demonstrations of the world”, can expand children's original relationships and perspectives formed in familiar interactions. This is the educational power for the development of emotional capacities. Finally, the spirit of communication between individuals in social public interactions also has a significant impact on the social and emotional capacities of adolescents and children. The latter, in turn, becomes a shaping force in the realm of public interactions.

关 键 词：同情 善意 爱 公共交往 师生交往 教育性教学 家庭关系 赫尔巴特 

分 类 号：G41[文化科学—教育学]