论人文理想与教师的人文成长

On the Humanist Ideal and Teachers' Humanistic Development

人文理想强调的是对单向度的物质功利的超越,是对人文精神的向往与追求;人文精神的核心是"人性"、"理性"与"超越性"。追求人文理想、构建人文社会是"中国梦"的重要组成部分,然而我们却遭遇到了人文精神流失的现实困境。人文教育是实现人文理想的根本,基础教育培育学生的人文素养,要求教师具有较高的人文修养,因此,培育精神"成人"且"成师"的人文之师是实现人文理想的基石。教师专业成长的人文之旅有两条路径,一条是外在的人文教育和充满人文性的教师教育,另一条是内在的通过经典阅读和教育反思所展开的教师自我修炼。

Humanist ideal emphasizes the transcendence of one-way material gain and is the desire for and pursuit of humanistic spirit. The core of humanistic spirit is human nature, rationality and transcendence. The pursuit of humanist ideal and the construction of humanistic society are the important part of ＂Chinese Dream＂, but we are now confronted with the actual situation where the humanistic spirit is losing. The humanistic education is the basis of realizing the humanist ideal. If the basic education wants to train the humanistic quality in students, it is necessary, first, for the teachers to possess the comparatively high humanistic quality, so the humanist masters who train people into great people and masters are the cornerstones of humanist ideal. There are two humanistic ways for the teachers＇ professional development ： one is the exter- nal humanistic education and the teacher education full of humanism and the other is the internal self cultivation by reading the classics and conducting the educational reflection.