论洪堡思想的终身教育元素及对当代的现实价值
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摘要
洪堡的教育思想具有强烈的新人文主义色彩,他培养"完人"的教育理念、纯粹科学性习得思想、"教研结合、教学自由、科学统一"的育人原则、对学生理解和掌握知识的准则和要求,以及对公共教育的批判性思考都集中体现出其所具有的终身教育导向。通过辩证总结和分析洪堡思想的终身教育元素,有助于解决当前我国终身教育建立和发展过程中所出现的社会对终身教育认识片面、教育方式和内容产生偏差、教育广度和深度不足等问题,进而为通过终身教育培养德智体美全面发展的社会主义建设者和接班人提供理论参考和经验指引。
Humboldt's thought of education has obvious character of the New Humanism. His educational theory of cultivating ‘perfect' humans, thought of purely scientific acquisition, the three principles of "combination of teaching and research, freedom of teaching, unity of science", the critical thoughts on public education, as well as the requirements of understanding and mastery of knowledge have reflected his own lifelong education views. For the construction and development process of lifelong education in China, accompanying with problems of the one-sided awareness by citizens, the deviation of educational content, the lack of depth and breadth of education based on the quality and ability of teachers as well as other issues, we can get inspirations and guidance from Humboldt's educational philosophy; so that lifelong education can exert comprehensive, unified and lasting effects and influences on learners.
Humboldt's thought of education has obvious character of the New Humanism. His educational theory of cultivating ‘perfect' humans, thought of purely scientific acquisition, the three principles of "combination of teaching and research, freedom of teaching, unity of science", the critical thoughts on public education, as well as the requirements of understanding and mastery of knowledge have reflected his own lifelong education views. For the construction and development process of lifelong education in China, accompanying with problems of the one-sided awareness by citizens, the deviation of educational content, the lack of depth and breadth of education based on the quality and ability of teachers as well as other issues, we can get inspirations and guidance from Humboldt's educational philosophy; so that lifelong education can exert comprehensive, unified and lasting effects and influences on learners.
引文
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[12][15][16][17]Humboldt W.V.Ideen zu einem Versuch die Grenzen der Wirksamkeit des Staats zu bestimmen[M].California:Liberty Fund,1993:7—8,23—25.
[13]刘春秀.洪堡的高等教育思想对我国高教改革的启示[J].成人教育,2005(1):77—78.
[14]Humboldt W.V.(1810).über die innere und ?u?ere Organisation der h?heren wissenschaftlichen Anstalt[J].Berlin in Gelegentliche Gedanken über Universit?ten Reclam,2010:230.
[2]史秋衡,陈志伟.发达国家顶尖人才培养体系特征研究[J].教育研究,2016(6):131—141.
[3]蔡群青,夏海鹰.终身教育时代成人教育发展研究[J].成人教育,2016,36(7):10—13.
[4]周海英.西方国家终身教育经验对我国成人教育的启示[J].成人教育,2017,37(1):92—94.
[5][10]联合国教科文组织.教育:财富蕴藏其中[M].联合国教科文组织总部中文科,译.北京:教育科学出版社,2014:3.
[6]中华人民共和国教育部.国务院关于印发国家教育事业发展“十三五”规划的通知[EB/OL].(2017-01-10)[2017-01-28].http://www.moe.edu.cn/jyb_sy/sy_gwywj/201701/t20170119_295319.html.
[7]彼得·贝格拉.威廉·冯·洪堡传[M].袁杰,译.北京:商务印书馆,1994.
[8]Humboldt W.V.Der Litauische Schulplan[Z]//Flitner.A.Wilhelm Von Humboldt—Schriften zur Anthropologie und Bildungslehre[M].Berlin:Springer Verlag Berlin,1984:4—5.
[9]Muenk D,Walter M.Lebenslanges Lernen im sozialstrukturellen Wandel:Ambivalenzen der Gestaltung von Berufsbiografien in der Moderne[M].Berlin:Springer Verlag,2016:25.
[11]陈洪捷.什么是洪堡的大学思想[J].中国大学教学,2003(6):24—26.
[12][15][16][17]Humboldt W.V.Ideen zu einem Versuch die Grenzen der Wirksamkeit des Staats zu bestimmen[M].California:Liberty Fund,1993:7—8,23—25.
[13]刘春秀.洪堡的高等教育思想对我国高教改革的启示[J].成人教育,2005(1):77—78.
[14]Humboldt W.V.(1810).über die innere und ?u?ere Organisation der h?heren wissenschaftlichen Anstalt[J].Berlin in Gelegentliche Gedanken über Universit?ten Reclam,2010:230.