摘要
教育学是关涉"总体性"的学科。"总体性"意味着教育具有"精神性"、"完整性"、"内在性"、"自由性"等重要特征。教育不能被简单地分割为各种单一的"要素"然后机械地相加,教育所具有的"精神"是统摄的、统一的、一体化的,这种"总体性"说明我们不仅需要专门的、独特的学科式教育方法,而且还要有熏陶、陶冶、化育等涉及人文精神的方式,唯有通过涵养的历程才能实现呈现"总体性"的教育。"总体性"的教育之独特性说明了"陶冶"在学生成长中的重要价值与意义。注重"陶冶"的教师,懂得呵护"心生命"的教育之魂,努力寻求通往"幸福·心灵·自由"的教育之路,并且会将教育引向"大爱"的精神。
Pedagogy is the subject related with the spirit of ＂totality＂. Education contains the scientific spirits and humanistic spirits. ＂Totality＂ means that the education with the characteristics of ＂spirit＂, ＂integrity＂ and ＂inner freedom＂. Education cannot be simply divided into single ＂elements＂, which can be combined. Education has the ＂spirit＂ which is working, unified, and integrated. This kind of integration indicates that it is necessary to haveunique and special education methods and ways of cultivation and nurturing from the perspective of humanistic spirits. It is important to pay attention to cultivating teachers to know how to care for ＂the heart of life＂, seek to the road of ＂happiness- mind-freedom＂, and lead education to the ultimate goals.
出处
《教育发展研究》
CSSCI
北大核心
2016年第15期109-113,共5页
Research in Educational Development
关键词
陶冶
文化教育学派
教师
bildung, cultural pedagogy, teacher
