人的“可塑性”与教育——从赫尔巴特到本纳

On Bildsamkeit and Education:From Herbart to Benner

赫尔巴特提出人的"可塑性",核心旨趣在于批判宿命论和先验主义自由论,论证人接受教育的必要性,从而合逻辑地导出教育学作为一门学科的合理性。本纳通过对"可塑性"与"主动性要求"及其相互关系的阐释,论证了教育作为一种独立的人类实践形式的独特性:教育是一种暗含自我否定力量的实践,"教育的自我终结"恰恰意味着教育的成功;意味着受教育者内在能量的扩充,生存智慧的提升和生命自觉的实现。

With the concept of Bildsamkeit, Herbart＇ s central objective is to critisize the fatalism and transcendental liberalism, demonstrate the necessity that human should be educated, thereby logically deduce the education＇ s rationality as a discipline. Benner demonstrate education＇ s uniqueness as a independent practical type through interpreting the Bildsamkeit, initiative requirement and their relationship. According to Benner, education is the unique practice that it imply the power of self - denial. The self - denial of education precisely means its success. It also means the extension of inner energy, the promotion of existent wisdom and the fulfillment of self - consciousnesses for educatees.