摘要
人文教育含义相对较宽 ,人性教育意旨较深。人性教育与人文教育有着不解之缘 ,人性教育形成人文教育的“课程方法”,现实中的人文教育则有“人文教育”的异化现象。人性教育不满足于人文知识一般性的授受 ,强调扌契渗于人性、人情的深层进行人文知识、人文精神教育 ,使人文教育真正成为“人文素质教育”。经过现代诠释、转换的“良知”、“良能”是构筑“人性圆周”的“圆心点”。对人文知识的人性还原 ,对文化规定的人性反省 ,对自我抉择的人性提升 。
The meaning of humanities education is broad while the meaning of human nature education is deep. They are related to each other. Human nature education forms the curriculum method of humanities education. The alienation of humanities education exists in practice. Human nature education not only teach the common knowledge of humanities, but emphasis the teaching of knowledge and spirit of humanities to the scope of human nature and human feelings, thus result in education of humanities quality. Modern interpretation and transformation of intuitive knowledge and intuitive ability is the center of the human nature circle. The human nature restoration of humanities knowledge, the human nature introspection of cultural limitation, the human nature promotion of self-chosen are the rationale for humanities education.
出处
《高等教育研究》
CSSCI
北大核心
2002年第4期1-5,共5页
Journal of Higher Education
关键词
课程方法
人性教育
人文教育
人文素质教育
human nature education
humanities education
humanities quality education
