摘要
交往的不对等,促生了干预。干预的关怀性和策略性促成了教育。干预、关怀、策略,共同构成了教育性的内涵。教育性在人思维中转换和升华而成教育精神。具体地说,关怀性的升华是爱,策略性的升华是智,教育精神的内涵就是爱智统一。把爱智统一的教育精神转变成为可操作的形式,就是具有可操作性的四个教育原则:以学生为目的,以人道为师道,讲究策略,统一心力。在这些教育原则支配下所开发的教育操作思路,就是爱智统一的教育方法。教育者是对教育有良好理解和操作的人。
Inequality of communication produces brings about education. Interference,care and tactics interference and the interference with care and tactics, in turn, added together make up the connotation of educational nature, which becomes the educational spirit through transformation and distillation in the human thoughts. Specifically speaking, the sublimation of care is love, the sublimation of tactics is wisdom, and educational spirit is just the unification of love and wisdom. To make the educational spirit with unified love and wisdom operational, we can follow four educational principles： aiming at students, respecting humanity, focusing on tactics and ;unifying physical and mental efforts. Guided by these principles, the educational operational thoughts can be regarded as the approaches to education with unified love and wisdom. Educators are those who are capable of understanding and operating education well.
出处
《教育理论与实践》
CSSCI
北大核心
2009年第4期3-7,共5页
Theory and Practice of Education
关键词
爱智统一
教育精神
教育原则
教育者
unification of love and wisdom
nature of education
educational principle
educator
