儿童形象的教育反思:传统取向与进步取向之比较

Educational Reflection on Child-image: A Comparison of Traditional and Progressive Orientation

成人如何认知儿童形象对教育发展有重要的指向性意义。在西方世界,自柏拉图至文艺复兴时期,儿童均处于依附成人的地位,哲学家力求以成人理性主导儿童世界。而近代以后,尤以卢梭的《爱弥尔》为里程碑,儿童在教育中的形象地位得到前所未有的提升,儿童的兴趣、需求成为教育研究中的热门话题。进入20世纪后,彼德斯代表的分析教育哲学与进步主义教育可谓分别代表传统取向与进步取向的儿童观,在这场比较与折冲中,已有儿童形象受到来自当代各派教育理论的挑战。教育研究者与教育实践工作者应审时度势,把握教育活动中的儿童角色之形象,使儿童教育得到真正的发展。

Child-image hold by adults has a directive significance in development of education. In western world, children have been attached to adults and dominated by adults＇ reason since ancient Greek period to Renaissance. However, children＇s status has been promoted unprecedentedly and children＇s interest and demand gained lots of attention, which acted as hot topics concerned by educational researchers in modern time, especially after Rousseau＇s emile published. In 20th century, R.S. Peters＇s analytic philosophy of education represents the traditional orientation of child-image, while Progressivism stands for the progressive one. During the comparison and subdue between the two positions, the child-image are confronted with challenges educational researchers and practitioners should consider from different contemporary educational theories. Therefore, the situation and understand children＇s role in educational activities appropriately so that education for children can develop in a truly meaningful way.