夸美纽斯与卢梭自然教育思想之比较

Comparison between Comenius and Rousseau's Natural Education Thoughts

自然教育思想一直以来在西方教育发展史上占有重要地位。17世纪捷克的夸美纽斯与18世纪法国的卢梭都将"自然"作为教育的主导原则,主张教育要顺应儿童的天性,遵循儿童的身心发展规律。然而,二者的自然教育思想并不完全相同。夸美纽斯强调大自然的秩序与规律,培养"具有神性的人",提倡实质教育,进行"学校式"的教育分期;卢梭则更加地强调人性的自然,培养"高贵的野蛮人",提倡形式教育以及进行"家庭式"的教育分期。

The idea of natural education has always played an important role in the development of western education. Comenius of Czech Republic in the 17th century and Rousseau of French in the 18th century both regarded “nature” as the dominant principle of education. They have advocated that education should conform to the nature of children and follow the law of children’s physical and mental development. However, their thoughts of natural education are not exactly the same. Comenius emphasizes the order and law of nature, fostering “spirituality”, advocating substantive education and education stage based on school. However, Rousseau places more emphasis on human nature, fostering “noble barbarians”, promoting formal education and education stage based on family.