摘要
教育应该具备一定的"同情"品性。这从根本上表达了同情之于本真之教育的必然性,以及之于教育实践的必要性。教育应该成为同情性的教育,它不仅不应该阻隔同情,还应该把同情视为一种内在的实践力量;应该在教育过程中运用同情性的方法去设身处地地关心儿童、理解儿童、与儿童构建和谐、友好、非暴力式的关系;应该将自身使命定位于培养和唤醒儿童的同情意识,帮助儿童学会同情、运用同情能力这一目标之上。
The real education should unfold a characteristic which is called sympathy. Sympathy is always existing in the process of a real educational communication, and is always the important thing that the education should pursuit. It is meaningful for the education to merge sympathy variable into its starting point and its process and it should build a sympathetic educational atmosphere, construct a harmonious, friendly and nonviolent relationship between teachers and the children, and help the children form a sympathetic consciousness and ability.
出处
《教育学术月刊》
北大核心
2016年第5期25-31,共7页
Education Research Monthly
关键词
同情
生命
同情性教育
sympathy
life
sympathetic education
