从纪律约束到精神陶冶:论训育观在19世纪的变革

From Discipline to Cultivation:On the Change of the View of“Zucht”in the 19th Century

德语Zucht(训育)原指人对动植物的培育或培植,后来发展成为德国普通教育学中关于德育活动的重要概念。在教育学语境中,Zucht(训育)最初与Disziplin(纪律)同义,指的是对儿童的训诫或纪律约束。但在19世纪上半叶经过赫尔巴特和施莱尔马赫等人的发展,纪律约束或训诫的内涵逐渐从训育中分离出来。训育从一项消极的、不以教化为目的措施转变为一项具有积极教化意义的措施,其行动方式也从纯粹的纪律约束发展为持续深入的精神陶冶,旨在促进学生的德行发展。训育与纪律相互分离的背后是师生间主体关系的变革。新型师生关系是康德伦理学精神在教育学领域的表现,它在教育互动中被强调为一种人作为其“自身目的”而得到相互承认的师生关系,以及在此基础上建立起来的师生间的相互理解与信任。

The German word“Zucht”is an important concept in Herbart’s General Pedagogy(German:Allgemeine P dagogik).It refers initially to the cultivation of animals and plants.In the context of education,it was originally synonymous with another German word“Disziplin”(discipline),referring to keeping the children in order.But in the first third of 19th century,after the development of Herbart and Schleiermacher,“Zucht”gradually separated from“Disziplin”and developed into a measure aimed at promoting students’moral freedom.Its implementation also changed from purely disciplinary constraints to continuous and profound spiritual cultivation.With the separation of the two concepts,the fundamental changes in the teacher-student relationship in German school education in the 19th century were clearly presented.This new type of student-teacher relationship is essentially a manifestation of Kant’s ethical spirit in the field of pedagogy.It is emphasized in the educational interaction as the mutual recognition as“self-purpose”and on this basis the mutual understanding and mutual trust between teachers and students are established.