歌德教化教育思想的生成——以《威廉·麦斯特》为中心的考察

The Generation of Goethe’s Educational Thoughts of Humanization——A Reflection Centered on William Meister

一般而言,人们对于主流教育家像夸美纽斯、卢梭、赫尔巴特、杜威等人的教育思想有着更多的关注与偏爱。而非主流教育家像蒙田、歌德、爱因斯坦、维特根斯坦等人的教育思想却没有受到人们足够的关注与重视。文章拟选取歌德为个案,探讨歌德的教化观念与歌德教化教育思想的流变。以主角威廉·麦斯特为原型,歌德的教化教育思想经历了三个方面的变化:一是从理想到现实的转变,二是从个人主义到集体主义的转向,三是从教育想象到教育实践的转化。研究歌德教育思想,对我们思考今天的教育发展等问题具有一定的参考价值和启发意义。

In general,people pay more attention and preference to the educational thoughts of mainstream educators such as Comenius,Rousseau,Herbart and Dewey.However,the educational thoughts of non-mainstream educators such as Montaigne,Goethe,Einstein and Wittgenstein have not received enough attention and attention.This paper intends to select Goethe as a case study to explore the concept and evolution of Goethe’s educational thoughts of humanization.Taking the protagonist William Mester as the prototype,Goethe’s educational thoughts has experienced three changes:one is the transformation from ideal to reality,the other is the transition from individualism to collectivism,and the third is the transformation from educational imagination to educational practice.The study of Goethe’s educational thoughts of humanization can give us some enlightenments and references on the development of education today.