【作者】 向春；

【导师】 张应强；

【作者基本信息】 华中科技大学 ， 高等教育学， 2013， 博士

【摘要】 人生不能离群，个体与群体的关系不可回避。所谓群育，是一种培养人的处群、合群、善群的教育，是一种促进人在群体社会之中发展和谐群己关系的教育。群育，将人的发展作为目的，强调个人发展离不开群体，以及在个性健全发展的基础之上发展群性，促进促进个性与群性和谐发展；群育，旨在促进学生学会融入群体，学会与他人互助合作，增进社会能力，群己和谐关系，发挥服务社会的热忱，进而涵育民胞物与的胸怀，丰富人生的意义。群育思想是生根和生长在中国传统文化中的重要教育理论资源和实践智慧。群育思想有着悠久的历史渊源和丰富的文化价值、教育价值。中国古代教育经典《学记》中鲜明提出了“敬业乐群”的教育目标，孔子、孟子、荀子、墨子等思想家都阐述过群育思想并影响了中国教育的发展，如敬业乐群众、以友辅仁、修已善群等成为中国古代君子人生修养目标等。近代以来，群育思想得到复兴，并与民族救亡图存联系在一起。民国时期，在蔡元培、梅贻琦等的倡导下，群育思想大放光芒，“德智体群美”五育并列，成为教育方针，指导各级各类教育，并深化和丰富了教育理论和实践。当代台湾、香港、新加坡等地仍鲜明提倡和实施有特色的群育。当前，我们的教育目标虽然提倡“德、智、体、美、劳”五育，却在德育之中一直特别强调爱国主义和集体主义教育，这其中其实上就蕴涵着或隐含着群育。但是，另一方面，当前德育涵义太泛，效果不彰，表明我们需要加强群育或凸显群育的特殊的育人功能。群育与集体主义教育紧密联系，群育与民主主义教育精神相通，群育弘扬民族主义、爱国主义教育，群育坚持国际主义精神。人的发展以心理发展为基础，对人的合群性、人的社会行为和道德行为等的认识，为群育理念提供了心理学视角。教育的目的是促进人的全面发展，当然包括人的个性与群性的协调发展，群育合乎全面发展的教育目的，群育是全面发展的重要内容。教育是一种培养人的社会文化活动，在教育活动过程中，德、智、体、美、劳以及群育等各育之间相互关联。它们互相渗透，协调发展，共同促进人的发展，并通过促进人的发展来促进社会的发展。反之，如果过于偏重于某一方面，或过于忽视某一方面，都会阻碍人的全面发展。敬业乐群、以友辅仁、修己善群为群育的三大任务。群育倡导自由民主、公平正义、诚实守信、团结友爱等社会价值，发展良好的群性需要基于伦理，恪守诚信，依于天性，发展理性。群育是一种教育思想，而不是一种具体的模式、一套具体的教育方案。群育是一种生活教育，我们需要在全面发展的教育方针的正确指导下，重视群育的育人功能，致力于群育的实践，寓群育于融合渗透之中要结合各科目和课程教学渗透群育思想和群育精神，开设相当于通识教育课程或素质教育课程的群育课程，开展校园文化活动、课外活动和各类学生社团活动，教师身体力行，与学生共同进行群育活动，进行群体生活指导，以及融合社会教育的力量，如社会媒体、家庭教育等学校教育之外的社会教育，尤其是通过各科目教学和群体活动去完成群性的陶冶。更多还原

【Abstract】 Human beings cannot live without social community. Thus, the relationshipbetween the individual and the community cannot be sidestepped. Education for SocialDevelopment is the kind of education that promotes harmoniousness between theindividual and the community, cultivates people how to deal with others, get along wellwith others and be good at organizing groups of people. Education for SocialDevelopment aims at promoting harmonious development of individuality andcollectivism, which emphasizes individuality and avoids extreme individualism,emphasizes collectivism and avoids excessive standardization as well. The thought ofEducation for Social Development has a long history and rich cultural value. The Bookof Learning, one of educational classics in ancient China, explicitly put forward theeducational objective Respect work and enjoy working with a variety of people.Confucius, Mencius, Xunzi, Mozi and other thinkers expounded the thought ofEducation for Social Development in their own works respectively which influenced thedevelopment of China’s education. Thoughts of Education for Social Development likecultivating oneself to be expert in organizing groups of people, and improving one’skindheartedness through communication with friends and with the help of friends werethe goals of men of noble character in ancient China. Since modern times, thoughts ofEducation for Social Development were rejuvenated and closely related to themovement of saving our nation from subjugation and ensuring its survival. During theperiod of the Republic of China, on the initiative of Cai Yuanpei and Mei Yiqi, thoughtsof Education for Social Development achieved a remarkable development, andEducation for Social Development ranked together with Moral Education, IntellectualEducation, Physical Education and Aesthetic Education, and became the guidingprinciple in education. Nowadays, Education for Social Development is vigorouslyadvocated in Taiwan, Hong Kong, Singapore and other regions. At present, MoralEducation, Intellectual Education, Physical Education, Aesthetic Education, Labor andTechnical Education are advocated in our educational objectives. Patriotism educationand collectivism education, included in Moral Education, are stressed in whichEducation for Social Development is implied. Nonetheless, the connotation of Moral Education can be referred to almost everything. Therefore, generalization of the MoralEducation is actually to weaken the effect of Moral Education. The inconspicuous effectof Moral Education is a convincing case in point. This is the reason why we shouldenhance Moral Education on the other side.Development of human beings is based on psychological development. Thecognition of human gregariousness, human social behaviour and moral behaviourprovides a psychological perspective for Education for Social Development. The aim ofeducation is to promote human development in an all-round way in which Education forSocial Development plays an important role. Education is regarded as a social activityof cultivating people. In the process of the whole activity, Moral Education, IntellectualEducation, Physical Education, Aesthetic Education, and Labor and TechnicalEducation are correlated and interpenetrated with each other. Coordinated developmentof them will mutually promote. Otherwise, too much stress on one particular aspect orignorance of one aspect will hinder the all-round development of people. For instance, ifIntellectual Education is over stressed or Education for Social Development is ignored,they are both bad for human all-round development. In the function of cultivating aperson of unsound mind, education is carried out through different aspects but in fact allparts of education are interacted with each other. From the perspective of whole socialdevelopment, the highest level of Moral Education, Intellectual Education, PhysicalEducation and Aesthetic Education can be represented in the Group. The highest idealof human beings is to promote harmony, progress and development of society and socialgroups.Education for Social Development advocates the social values of honesty, trust,equality, rationality, democracy etc. Education for Social Development is not carried outalone, instead, it is contained in the curriculum and teaching. Cultivation of communityis realized through teaching and group activities in all subjects.更多还原