摘要
卢梭试图通过新的社会创制建立道德理想国，期望用道德拯救被社会败坏了的人性。卢梭的公意至上的共同体是一个道德理想的承载体，它是社会道德的唯一的合法的制定者和执行者。他把个人人性的道德塑造看作是公意社会的道德权威所带来的人性升华与进步的唯一方式。卢梭的教育理想与他的道德理想是一致的。道德理想国必然预设人性的完美与至善，自然教育则必须构筑阻断一切已经腐烂的社会影响的墙，承担起塑造自然人性的道德使命，为社会塑造出纯洁一致的道德来。自然教育因而是道德与人性的监护。卢梭的自然教育理念包含着控制和干预人性的教育暴力。
J. J. Rousseau had tried, by means of formulating a new social institution,to establish an ideal state of morality, in anticipation of saving the human nature which had been corrupted by society. He was considering the way to mould individual human nature in terms of morals to be the only path to sublimation and progress of humanity which the moral authority of the society of public will would bring about. Rousseau's educational ideal was in agreement with his designing of the ideal state of morality. The ided state of morality had, ofnecessity to presuppose the complete consummation and ultimate-good of human nature, and the natural education must construct the walls that would block all the rotten social effects and bear the moral mission of shaping the natural humanity, for the education in the past was the prison of the soul, while the new education would constitute the soul engineering,which was to operate toward shaping up a pure and consistent moral soul. Natural education was,therefore, the guardianship of morality and humanity. Rousseau's idea of natural education contained educational violence to controll and interfer in human nature.
出处
《西北师大学报（社会科学版）》
北大核心
2001年第4期32-37,共6页
Journal of Northwest Normal University(Social Sciences)
