摘要
夸美纽斯是17世纪捷克伟大的资产阶级民主主义教育家,西方近代教育理论的奠基者之一。夸美纽斯所生活的时代,正是从封建社会向资本主义过渡的时期,时代进步和社会发展对文化教育提出了新的要求。夸美纽斯在总结前人的教育成果及自己教育实践经验基础上,形成了自己独特的、系统的教育思想,并构建了自己的现代化教育体系。他的教科书被译成了多种文字,在17世纪就已经在许多国家广泛流传,并成为其他教育家编写教科书的模范。
本文对夸美纽斯的教育思想和教育实践进行了比较系统的阐述和分析,充分肯定了夸美纽斯教育思想和教育实践活动在世界教育发展历史进程中的不朽功绩。在承认其历史局限性的基础上,论证了夸美纽斯教育思想的现实意义。
Johann. Aoms. Comenius was a great educational theorist and practicer, who was respected as“the Father of Modern Education”. Comenius lived during the transition period that Europe was proceeding from the Middle Age to the modern times. Due to this special phase, he applied with and summarized education and educational theories, and finally became a giant of educational theories.
This paper is a systematic discussion and analysis of Comenius’s educational thoughts and practice, and makes a thorough positive commentary about the greatness of all his work. On the basis of acknowledging the historical limits, we profoundly comprehend the modern significance of his educational thoughts.
This paper consists of four parts.
The first part probes Comenius’s brief life and tries to analyze the forming factors of his theories. Comenius had a rough life , but he struggled and contributed all his life on education career. The various acute contradiction of the two totally different society and ideologies determined Comenius’s contradictory in his world impressions which reflected on his educational ideology. He has plentiful works in his whole life and some were interpreted into several versions which were transmitted widely and served as typical models by the following great educationists. Comenius’s theories are closely related to the western religion, philosophy and the time background. Meanwhile, his ideology could serve the following generations well.
The second part expounds Comenius’s educational ideology systematically from four perspectives, including thorough education, nature adaptation, moral education and life-long education.
Thorough education is the nucleus of Comenius’s educational theories,from which he proceed his educational practice and study. The theory of thorough education was embodied by giving all things to all the human beings that constituted two aspects. One is wide educational contents, the other one is universal beneficiary. It coordinated the benefits of new bourgeoisie and feed the demands of the development of productivity.
Nature adaptation was a guiding principle of Comenius’s educational system. There was a long tradition for western ideologists to probe the nature. Aristotle who was considered as‘the Father of Modern science’initiated this perspective that it was a must for education to abide by the nature. His view influenced Comenius deeply and was developed as what was called nature adaptation. Two core meanings of this principle, there existed regularities to follow and educators should explore and obey these natural laws.
Comenius considered highly of moral education, regarded which was more significant than intellectual education. Comenius also separated worldly moral from religion which was the part of the ancient moral definition and regard the foundation of moral education was utilitarianism and humanism rather than religious cannon. The object of education was from preschool infants to the students of all levels. The contents of moral education included wisdom, restraint, persistence, impartiality and also assimilated a new factor, labor education, into it.
Comenius gave great emphasis on school education; therefore he advanced long-life educational system of seven grades in his senectitude which summarized his own education experience in his whole life. According to each growing period Comenius offered a specific education, foetuse education, family education, mother language school, Latin school, university and journey, adult education and senior education. Comenius was the earliest advocator of long-life education systematically in history.
The third part mainly analyzes Comenius’s educational practice under the guidance of his theories, i.e. the construction of modern educational system. On the basis of nature adaptation and universal education, Comenius posed a proceeding single school system, academic year system and educating system based on the unit of class. Furthermore, he emphasized the cultivation of teacher’s faculty and the demands of teaching.
The fourth part is a brief evaluation of Comenius’s educational thoughts and practice, analyzing their historical value and impact on modern education .Comenius’s educational ideology has significant historical value despite of its historical limits, which transcends the education of humanism and innovates philosophical epistemology and the realistic enlightenment lies in the quality of system, practicability, inheritance, transcendence of theory.
The study of Comenius’s educational theories could not only deepen and expand our comprehension about his ideology, richening the achievements of education history, but also could guide the practice of modern education.
引文
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[12] Francis Bacon, The Advancement of Learning, NuVision Publications,2005.
[13] 参见【意大利】加林主编:李玉成译:《文艺复兴时期的人》,北京:三联书店,2003 年,第 6 页。
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[15] 同上,第 39 页。
[16] 同上,第 257 页。
[17] 任钟印选编:《夸美纽斯教育论著选》,北京:人民教育出版社,1990年,第 366 页。
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[20] 朱永新:《中外教育思想史》,南京:南京大学出版社,2000 年,第16 页。
[21] 王天一 夏之莲 朱美玉编:《外国教育史》,北京:北京师范大学出版社,1985 年,第 123 页。
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[27] M. W. Keatinge, The Great Didactic of John AmosComenius, Kessinger Publishing, LLC, 2005.
[28] 单中惠 朱镜人主编:《外国教育经典解读》,上海:上海教育出版社,2004 年,第 73 页。
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[34] 魏晋点评:夸美纽斯言论精选[一],《内蒙古教育》,2002 年 5 期。
[35] 魏晋点评:夸美纽斯言论精选[三],《内蒙古教育》,2002 年 5 期。
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[39] 魏晋点评:夸美纽斯言论精选[一],《内蒙古教育》,2002 年 5 期。
[40] 魏晋点评:夸美纽斯言论精选[一],《内蒙古教育》,2002 年 5 期。
[41] 魏晋点评:夸美纽斯言论精选[二],《内蒙古教育》,2002 年 5 期。
[42] 魏晋点评:夸美纽斯言论精选[二],《内蒙古教育》,2002 年 5 期。
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[54] R.R Rusk&J. Scotland, Doctrines of the Great Educators, Macmillan Press,1982, P72-73.
[55] 参阅吴式颖 任钟印主编:《外国教育思想通史》 第五卷,长沙:湖南教育出版社,2002 年,第 269 页。
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[59] 参阅[捷克]夸美纽斯,傅任敢译:《大教学论》,北京:人民教育出版社,1984 年,第 237-242 页。
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[65] John William Adamson, Pioneers of Modern Education in the Seventeenth Ce, Teachers College Press, 1971.
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[67] 参阅任钟印选编:《夸美纽斯教育论著选》,北京:人民教育出版社,1990 年,第 249 页。
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[1] Francis Bacon,The Advancement of Learning, NuVision Publications, 2005.
[2] Kerferd, The Sophistic Movement, Cambridge University Press,1981.
[3] John William Adamson, Pioneers of Modern Education in the Seventeenth Ce, Teachers College Press, 1971.
[4] R.R Rusk&J.Scotland, Doctrines of the Great Educators, Macmillan Press,1982.
[5] M. W. Keatinge, The Great Didactic of John Amos Comenius, Kessinger Publishing, LLC, 2005.
[6] 王天一 方晓东:《西方教育思想史》,长沙:湖南教育出版社,1996年。
[7] [捷克]夸美纽斯,傅任敢译:《大教学论》,北京:人民教育出版社,1984 年。
[8] [捷克]夸美纽斯,傅任敢译:《大教学论》,北京:教育科学出版社,1999 年。
[9] 吴式颖 任钟印主编:《外国教育思想通史》 第五卷,长沙:湖南教育出版社,2002 年。
[10] 刘明翰 刘丹忱 刘苏华:《文艺复兴时代的教育思想家》,济南:山东教育出版社,2006 年。
[11][意大利]加林主编:李玉成译:《文艺复兴时期的人》,北京:三联书店,2003 年。
[12] 任钟印选编:《夸美纽斯教育论著选》,北京:人民教育出版社,1990年。
[13] 朱永新:《中外教育思想史》,南京:南京大学出版社,2000 年。
[14] 王天一 夏之莲 朱美玉:《外国教育史》,北京:北京师范大学出版社,1985 年。
[15] 张焕庭主编:《西方资产阶级教育论著选》,北京:人民教育出版社1979 年。
[16] 袁锐锷:《外国教育史新编》,广州:广东高等教育出版社,2006 年。
[17] 单中惠 朱镜人主编:《外国教育经典解读》,上海:上海教育出版社,2004 年。
[18] 中央教育科学研究所比较教育研究室编译:《人的发展》(简明国际教育百科丛书),北京:教育科学出版社,1989 年。
[19] 参阅李申申:《简明外国教育史》,郑州:河南大学出版社,2003 年。
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[22][意大利]加林,李玉成译:《意大利人文主义》,北京:三联书店,1998年。
[23] 赵祥麟主编:《外国教育家评传》,上海:上海教育出版社,2003 年。
[24] 康永久:《教育制度的生成与变革:新制度教育学论纲》,北京:教育科学出版社,2003 年。
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[26] 任钟印主编:《世界教育名著通览》,武汉:湖北教育出版社 1994 年。
[27] 王保星:《自然·秩序:夸美纽斯教育理论的逻辑起点》,《河北师范大学学报(教育科学版)》,2006 年第 5 期。
[28] 魏晋点评:夸美纽斯言论精选[一],《内蒙古教育》,2002 年 5 期。
[29] 魏晋点评:夸美纽斯言论精选[二],《内蒙古教育》,2002 年 5 期。
[30] 魏晋点评:夸美纽斯言论精选[三],《内蒙古教育》,2002 年 5 期。
[31] 褚洪启:《论夸美纽斯教育理论的历史价值》,《北京师范大学学报》,1995 年第 3 期。