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題 名 | 二程的人格教育思想=The Cheng Brother's Theory of Personality Education |
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作 者 | 劉貴傑; | 書刊名 | 社會科教育學報 |
卷 期 | 4 民90.06 |
頁 次 | 頁15-33 |
分類號 | 520.1251 |
關鍵詞 | 人格; 人格教育; 天命之性; 氣質之性; 聖人; 氣象; 天理; Personality; Personality education; Heavenly decree nature; Ether nature; Sage; Complexion; Heavenly principle; |
語 文 | 中文(Chinese) |
中文摘要 | 本文首先說明人格人格教育的意義,指陳不論傳統教育或現代教育的理念,乃在使學生具備高尚的人格涵養。其次敘述人性論是程人格教育的理論基礎,二程區分了「天命之性」和「氣質之性」,天命之性純善無惡,氣質之性則有善有惡,認為透過教育和修養可以改變氣質之性,而恢復天命之性。二程主張聖人是理人格的表徵,人格教育的終極目標也是成為聖人。由於顏回溫良敦厚,幾乎近於聖人,因此,可以成為人格教育的學習模範。二程強調人格教育的作用在於變化氣質,展顯天理,以「涵養須用敬,進學則在致知」貫穿人格教育的中心思想,並經由主敬、集義、存誠、滅欲、養氣、知命等主要的人格修養方法,來培養崇高的人格。結論指出:二程的人格教育觀點對朱熹、陳淳、魏了翁、陸九淵、王守仁的思想有一定的影響,為中國傳統人格教育理論提供了寶貴的意見,對現代教育深具啟示作用。 |
英文摘要 | This paper first explains the meaning of personality and personality education, which both in traditional as well as modern education aims at nurturing a lofty character. The Cheng brother’s theory of personality education was based on their theory of the nature of man. They distinguished the “heavenly decree nature” from the “ether nature”: the heavenly decree nature is absolute goodness, however the ether nature comprises both good and evil. The Cheng brothers taught that the ether nature could be changed through education and spiritual cultivation and eventually be turned into the original heavenly degree nature. The sage is seen as representation of the ideal personality, and the ultimate goal of personality education is to become a sage. Because of his good-hearted and sincere character, Yan Hui was almost a sage, therefore the Cheng brothers considered him to be a model for personality education. They emphasized that personality education effects a change of temperament and manifests he “heavenly principle”. Their central maxim for personality education was “Spiritual nature requires the application of earnestness; the advancement of learning lies in the extension of knowledge.” The methods of cultivation include “earnestness”, “righteousness”, “sincerity”, “elimination of desire”, “cultivating ether”, and “knowing the heavenly principle”. The concluding remarks point out the influence of the Cheng brother’s theory of personality education on Zhu Xi, Chen Chun, Wei Liaoweng, Lu Jiuyuan, and Wang Shouren and their important contribution to traditional Chinese theory of personality education, and emphasize that modern education could draw a good deal of inspiration form their theory. |
本系統中英文摘要資訊取自各篇刊載內容。