人的“可塑性”及其教育内涵——基于赫尔巴特和本纳教育思想的解读

Bildsamkeit and its Educational Connotation: An explanation Based on the Educational Thought of Herbart and Benner

"可塑性"在赫尔巴特教育思想中有着重要的教育内涵与意义,他将其视为论证教育学科独立性、建构普通教育学体系的逻辑起点。德国当代著名教育学家底特利希·本纳在自身建构的教育思想和行动逻辑体系及结构框架内,对赫尔巴特"可塑性"的概念做出了符合当代教育学发展的再解释和延伸。本文基于本纳《普通教育学:教育思想和行动基本结构的系统的和问题史的引论》一书,阐述了他对"可塑性"概念内涵的基本解释,并分析了他对赫尔巴特"可塑性"观念的继承与延伸。

“Bildsamkeit” has important educational connotations and significance in Herbart’s educational thoughts.He regards it as a logical starting point for demonstrating the independence of education disciplines and constructing a general education system.Dietrich Benner,a famous contemporary German educator,reinterprets and extends Herbart’s concept of “Bildsamkeit” within the framework of his own constructed educational system,which conforms to the development of contemporary pedagogy.Based on Benner’s book General Education: An Introduction to the Systematic and Problematic History of the Basic Structure of Educational Thought and Action ,this paper expounds his basic explanation of the concept of “Bildsamkeit”,and analyses his inheritance and extension of Herbart’s concept of “Bildsamkeit”.