摘要
卢梭的自然教育将人性历史化,将自爱视为人最根本的特征。在自然人无可避免地进入社会后,人的幸福就在于在内心诸多欲望、情感间取得平衡,并继而服从本质上与理性不同的公意,这不仅导致了德性与理性的工具化,还最终会导致教育走向规训和塑造。
Rousseau＇s natural education historicizes humanity, regarding self-love as man＇s most fundamental char- acteristic. Once the natural person unavoidably steps into the society, his/her happiness lies in the balance between the many inner desires and emotions, and then obeys the public will which is essentially different from reason. This will result in the instrumentalization of virtue and reason, and inevitably a disciplined and shaped education.
出处
《教育理论与实践》
CSSCI
北大核心
2016年第7期7-10,共4页
Theory and Practice of Education
基金
2014年度浙江省高校教育科学规划课题<师范生通识教育成效提升策略研究>(课题编号:2014SCG026)的阶段性研究成果
关键词
自然教育
规训式教育
欲望
德性
理性
natural education
discipline education
desire
virtue
reason
