教育哲学中自然观念的辩证发展：从夸美纽斯、卢梭到杜威

苏启敏; 贺阳

教育哲学中自然观念的辩证发展：从夸美纽斯、卢梭到杜威

苏启敏,
贺阳

详细信息

作者简介:
苏启敏,广州大学教育学院教授;贺阳,广州大学教育学院硕士研究生

中图分类号: G40-01
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出版历程
- 收稿日期: 2020-10-24
- 网络出版日期: 2021-07-16

The Dialectical Development that The Conception of Nature in Philosophy of Education: from Comenius, Rousseau to Dewey

SU Qimin,
HE Yang

摘要

摘要: 教育哲学史上，自然观念经历了从外在自然观到内在自然观再到互动自然观的辩证发展过程。外在自然观以夸美纽斯的思想为代表，强调自然即事物共同秩序，教育旨在顺应自然秩序。内在自然观以卢梭的思想为代表，主张自然即人的天性，教育追求天性的自由发展。互动自然观以杜威的思想为代表，它尝试融合前两种自然观，认为自然即人与环境互动之经验，教育以互动促成经验的不断生长。从夸美纽斯、卢梭到杜威自然观念的辩证发展，为人们理解自然、教育与人的关系提供了不同的视角。
- 教育哲学 /
- 自然观念 /
- 夸美纽斯 /
- 卢梭 /
- 杜威
Abstract: The conception of nature has experienced a three dialectical development process in history of philosophy of education:extrinsic nature, nature within us and interactive nature. The conception of extrinsic nature is represented by the idea of Comenius who emphasizes that nature is namely the common order of things and education should follow it. Rousseau's idea is regarded as the representative of the conception of nature within us which advocates that nature means the natural instincts of human and education should leave it free. The conception of interactive nature is represented by Dewey's thought which attempts to reconcile those two above conceptions of nature, believing that nature is the experience which is produced by the interaction between man as well as environment and education should promote its continuous growth through interaction. They provided diverse perspectives of the relationship among nature, education and people.
- philosophy of education /
- the conception of nature /
- Co menius /
- Rousseau /
- Dewey

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参考文献(20)

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