同一与差异:自由教育与人文教育内涵的变化

Identity Differentiation Transition on Liberal Education and Humanistic Education

古希腊罗马时期,知识的有限性使自由教育与人文教育成为一体。当自然科学从人类知识中分化出来,与人文科学相对抗时,自由教育便因自由的本体意义而与人文教育相区别。自由教育沿袭了古希腊时期的自由性,在社会生产力发展的推动下,经过诸多教育家的重新阐释,成为兼容人文学科和自然学科的现代自由教育。人文教育经过中世纪的否定和工业革命后科学理性的洗礼,也由最初重视人的理性跨越到重视非理性的另一端,演化为人文学科教育的代表。

Knowledge finiteness made liberal education and humanistic education into one in the ancient Greek and Roman times. When natural science splits up from human knowledge and resists with the humanistic science, liberal education, because of the ontological meaning of freedom, defers from the humanistic education. Liberal education follows the freedom from ancient Greek times, and under the impetus of social productive forces development and with the interpretations of many educationists, becomes modem liberal education mixing humanistic and natural disciplines. After the Middle Ages＇ denial and the scientific rational baptism of the Industrial Revolution, humanistic education, turning from man＇s rationality to non-rationality, becomes the representative of the humanistic education.