摘要
如果说近现代教育理论的一大革命性成果体现为分化出了三分的教育行动形式,即儿童管理、教学和教育支持,那么,为这种三分的教育行动形式奠基的正是康德、赫尔巴特和施莱尔马赫的教育与教化理论。教育行动着眼于对个体的不确定的可塑性和主体性的承认,因而也有着明确的作用界限。教育行动强调未成年人的思考能力和判断能力,并最终指向对其社会参与能力的培养。三种教育行动形式各司其职,不可偏废,它们既延续着自启蒙以降的人文精神和理性精神,也呼应着当下的教育理念与实践。
One of the most revolutionary achievements of modern educational theory is the differentiation of forms of educational action, namely, child management, instruction and educational support. The educational and enlightenment theories of Immanuel Kant, Johann Friedrich Herbart and Friedrich Schleiermacher lay the foundation for these types of educational action. The theory of educational action focuses on the recognition of the indefinite plasticity and subjectivity of the individual and therefore also has a definite limit of their function. The theory of educational action emphasizes the formation of the individual’s ability to judge and act, and ultimately the social participation of young children. The three forms of educational action each has its own duties and cannot be neglected. They continue the humanistic and rational spirit of the Enlightenment, and also echo the current educational philosophy and practices.
作者
林凌
LIN Ling(College of Teacher Education, Zhejiang Normal University, Jinhua 321000, China)
出处
《首都师范大学学报（社会科学版）》
CSSCI
北大核心
2019年第3期149-159,共11页
Journal of Capital Normal University：Social Science Edition
关键词
康德
赫尔巴特
施莱尔马赫
教育行动形式
判断力
行动能力
Immanuel Kant
Johann Friedrich Herbart
Friedrich Schleiermacher
Forms of Educational Action
Judgment
Action
