吕凤子全面教育思想的哲学意蕴、发展迁进和时代价值  

The Philosophical Implications,Development and Evolution,and Contemporary Value of LYU Fengzi’s Comprehensive Education Ideology

作　　者：何斌 张永刚 HE Bin;ZHANG Yonggang(Vocational Higher Education Research Institute,Zhenjiang College,Zhenjiang 212028,China)

机构地区：[1]镇江市高等专科学校职业高等教育研究所,江苏镇江212028

出　　处：《连云港师范高等专科学校学报》2024年第4期16-21,共6页Journal of Lianyungang Normal College

基　　金：江苏高校哲学社会科学研究一般项目“马克思主义‘人的全面发展’与吕凤子‘全面教育观’的内涵理解、时代价值和育人实践研究”(项目编号:2023SJSZ1323);江苏省教育科学“十四五”规划课题“吕凤子职业教育思想研究”(项目编号:D/2021/03/133);镇江市高等专科学校党建与思想政治教育专项课题“吕凤子全面教育思想的哲学意蕴、发展迁进和时代价值研究”(项目编号:GZDJSZ202308)。

摘　　要：吕凤子全面教育思想以“爱”为发端,主张“正则”、和谐、“尊异”和尚美,具有深刻的哲学意蕴。他的全面教育思想是特定年代、特殊背景的产物,大致经历了奠基、形成、发展、成熟等阶段。吕凤子全面教育思想具有重要的时代价值和现实意义,主要体现在开中国近现代职业教育之先河、为“德智体美劳”全面素质培养之表率和为推动全学龄教育体系建设方面做示范等方面。LYU Fengzi’s comprehensive educational thought originated from“love”,advocated“Zhengze”(regularity),harmony,“respect for differences”and the pursuit of beauty,carrying profound philosophical implications.The formation of his comprehensive educational thought was the product of a specific era and special background,and it generally went through stages such as the enlightenment stage,the formation stage,the development stage and the maturity stage.LYU Fengzi’s comprehensive educational thought has important values of the times and practical significance,which are mainly reflected in pioneering modern vocational education in China,serving as an example for the comprehensive quality cultivation of“morality,intelligence,physique,aesthetics and labor”and demonstrating in promoting the construction of the education system for the whole school age.

关 键 词：全面教育思想 吕凤子 哲学意蕴 发展迁进 时代价值 

分 类 号：G40-012[文化科学—教育学原理]