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題 名 | 教育觀的形成機制--環境壓力下的人性表現=Mechanism of the Construction of Educational View: Performance of Human Nature Under Environmental Restrictions |
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作 者 | 王震武; 林文瑛; | 書刊名 | 應用心理學報 |
卷 期 | 7 1999.03[民88.03] |
頁 次 | 頁1-16 |
分類號 | 520.12 |
關鍵詞 | 教育觀; 受教者主體性; 環境壓力; 儒家思想; Construction of educational view; Human nature; Utilitarian view of education; |
語 文 | 中文(Chinese) |
中文摘要 | 原始的教育是應社會的需要而有的,因此,教育的最初身分乃是社會的工具,從而,教育思想發展初期的社會、政治狀態,會決思想家心目中教育應有的功能與目標。華人的教育思想發端於先秦,當時的戰亂與失以及因而導致的,教育思想家對政治的高度關注,都深深影響及華人教育觀的最初傳統。然而,在個傳統中,孔子的思想與教育實踐卻能明顯地突破環境與時代的限制,發現出對「受教者主體性」的培養與尊重。對於這個事實的檢討,一方面顯現孔子得自於豐富閱歷的智慧,二方面卻也顯示,缺乏歷史考查獲致此一教育觀形成機制的可驗證假說。 |
英文摘要 | Since the origin of education is in response of social needs, the original identity of education is served as the instrument of society. Accordingly, the social and political environment will influence the philosophy of education developed at various times. Chinese educational thought originated in pre-Ch’in times. That was a time of frequent wars and chaos, and this and the resultant great concern for politics among educational thinkers left a deep environmental imprint on the earliest tradition of Chinese views on education. However, same environment may not necessarily breed similar educational views. Analysis of spectrogram of previous great educational thinkers in China reflects the possible influence of personal development process on educational philosophy developed. The present research generated a testable assumption on mechanism of the formation of educational views. That is, except persons with great wisdom, like Confucius, people usually view education in utilitarian way. |
本系統中英文摘要資訊取自各篇刊載內容。