摘要
"朴作教刑"是中国先民提出的,尔后成为教育上的一种指导思想;汉儒又从实践中总结出"夏楚二物,收其威也"的经验;宋儒再提出"教不严、师之惰"的绝对论调,经过历代的传诵,以至于传统教育离不开体罚,似乎无体罚则无教育,不知误导了多少家长,害苦了多少儿童。这一切到了清末兴学,才有些许改观,此后民国,进而共和国,民主教育的实施使其越发消退。从"倚重"到"怀疑",从"收威"到"示威",从"可施"到"不得",是体罚与中国教育这百年来变化的主要特征。另一方面,它的所指也在不断扩大,证明人们观念的不断进步。简而言之,这一路走来步履有点蹒跚,颇为不易。
In ancient China, people used to use ferule to punish students and then this method became a kind of edu- cational thought. Han Confucian scholars summarized the idea of ＇using ferule can improve students＇ politeness and Song Confucian scholars advocated the thought of ＇irrigorous cultivation, lazy teacher＇ . These opinions were so popular in the traditional education system that misled parents and hurt children. Until the late of Qing Dynasty, people began to advocate democratic education and abandoned corporal punishment. During the past one hundred years, people＇s view on ferule changed from recognition to suspicion, from improving student＇s politeness to showing authority, from using the ferule to abandoning it. Besides, the range of corporal punishment is enlarged gradually. This phenomenon reflects the advancement of people＇ s thoughts.
出处
《湖南师范大学教育科学学报》
CSSCI
北大核心
2013年第2期55-59,68,共6页
Journal of Educational Science of Hunan Normal University
基金
国家社会科学基金教育学青年课题"中国师道之研究"[COA120173]
关键词
传统教育
朴作教刑
夏楚二物
体罚
民主教育
traditional education
use ferule to punish students
ferule
punishment
democratic education
