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題 名 | 宋儒朱子的人格教育=Zhu-zi's Education on Personality |
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作 者 | 劉貴傑; | 書刊名 | 社會科教育學報 |
卷 期 | 3 民89.05 |
頁 次 | 頁13-24 |
分類號 | 520.1252 |
關鍵詞 | 人格; 人格教育; 德性; 氣質; 仁; 明德; 天理; 科技; Personality; Personalizing education; Morality; Temperament; Benevolence; The highest virtue; Natural law; Technology; |
語 文 | 中文(Chinese) |
中文摘要 | 本文首先說明人格、人格教育的意義,其次敘述朱子哲學中關於「人格」的思想,並且點出朱子以「仁」為中心,奠定其人格教育的哲學基礎。接著闡明朱子認為人格教育的目的是在使學生變化氣質,恢復純真無偽的本然之性,他提出:(1)知行統一、(2)循序漸進、(3)積極引導三個密關人格教育的基本原則。然後描述朱子主張:(1)立志居敬(立志向善,恭謹敬持)、(2)存養省察(涵養德行,反省改過)、(3)克已復禮(克制私欲、復明本性)三種人格教育的主要方法。經由這些原則和方法,便可造就人格完美的學生。結論則指出:人格教育的任務在於培養「道德之人」;科技教育的任務在於培養「技藝之才」,當今臺灣社會多見現實的技藝之才,而少見理想的道德之人。這是現代教育的一項重大隱憂。透過朱子人格教育,文末提供六種有關人格教育的具體實踐途徑,旨在拋磚引玉,期能培養出有氣度、有人品的學子。唯有推行人格教育,讓人文與科技獲得均衡的發展,才是全體人類的福祉。 |
英文摘要 | Education on personality values developing mental essence. Zhu-zi considers “Philanthropy” or “kindness” the philosophical substructure of education on personality. He annotates “kindness” as “mental virtue” and “rationality of love,” and still, he claims three basic principles of education on personality: First, unite knowledge and practice, that is, consolidating comprehension and implementation of self-cultivation. Second, follow in proper sequence and make gradual progress, that is, causing three phases of education on personality abided by a definite procedure. Third, conduct actively, that is, guiding students spontaneously, motivating their self-consciousness, and cooperating with schools’ rules or regulations ot gain certain effect. Likewise, there are three basic approaches of education on personality: First, resolve to be good, take no rash action, put it one’s effort, and persevere to the end. Second, restrains one’s own mind, dignify one’s own conduct, introspect oneself, and sever from evil and follow the good. Third, repress selfish desire of humanity, and revive “heavenly principles” or justice. By there three basic principles and approaches, a student of wholesome personality is thus, brought up. Then, contemporary education, which has placed great inspiration from zhu-zi’s education on personality. As we have seen, the duty of the education on personality is to edify wholesome persons; yet, the duty of the technological education is to educate technical talent. Since the former fosters virtuous persons and the latter technicians, they should supplement one another and neither can be neglected. However, science and technology are highly developed but morals are swiftly degraded nowadays. Families, schools, and societies seem to neglect the education on personality. Eventually, problems happen incessantly and they are hard to be solved. That is hurt of our contemporary education. The author considers, by proper methods, families, schools and societies should take the responsibility of developing education on personality. Only by harmonizing education on personality and technology, and developing them simultaneously, will it be the wellbeing of the mankind. |
本系統中英文摘要資訊取自各篇刊載內容。