小原国芳“全人教育”思想的研究

【作者】 徐淑猛；

【导师】 钱焕琦；

【作者基本信息】 南京师范大学 ， 伦理学， 2008， 硕士

【摘要】 小原国芳是日本著名的玉川学园的创始人,终生致力于全人教育实践的教育家。他的教育思想和教育实践是日本大正时期、昭和初期民主教育思潮的集中体现。“全人教育”是小原国芳教育思想的核心部分,也是他全部教育理论体系的精髓,贯穿在他的全部著述当中。全人教育理论是特定社会文化背景的产物,同时又与小原国芳的个人素养密切相关;是对世界先进教育思想的创造性综合,也是小原国芳本人教育实践成果的结晶。全人教育理论非常丰富,但其特色和精髓归结起来主要体现在三个方面:认为教育的理想在于创造真、善、美、圣、健、富六项价值,也就是使受教育者在学问、道德、艺术、宗教、身体、生活六个方面得到均衡、和谐的发展;认为教育教学应遵循尊重学生个性的原则、学习自主性和独立性的原则、充分重视学生自学的原则、鼓励学生动手实践与劳动体验的原则和师生亲密、身教重于言教的原则;认为教师应该具有以“求真、求善、求美、求圣、求健、求富”为内容的全人素养。作为人类追求的一个理想目标,全人教育的理论和实践也随着人类社会实践的演进而不断发展、变化。更多还原

【Abstract】 Obara kuniyoshi is the founder of Yuchuan Institute, which is well-known in Japan. As an educationist, Obara kuniyoshi devotes his whole life to the practice of whole-person education. His educational thoughts and practice are the main embodiment of the democratic educational trend of thoughts in Japan’s Dazheng period and early Zhaohe period. Embodied in all his works, whole-person education is the core of Obara kuniyoshi’s educational thoughts, and is also the essence of all his education theories. The Whole-person Education theory is the product of a particular social and cultural background. At the same time, it is closely related to Obara kuniyoshi’s personal qualities. It is the creative integration of all advanced educational thoughts in the world, and is also the crystallization of the fruits of Obara kuniyoshi’s own educational practice. The Whole-person Education theory is very rich in content, but its essence is embodied in three aspects of whole-person qualities: the thought that the ideal of education lies in the creation of the six values of truth, goodness, beauty, holy, health and wealth, which means the educated should get a well-balanced and harmonious development in such six aspects as knowledge, morality, art, religion, health and life; the thought that education should follow the principles of respecting the personality of students, students’ independent learning, valuing students’ self-study, encouraging students to do manual work, establishing close relationship between teachers and students, and better practice than precept; the thought that teachers themselves should also have the whole-person quality, which is embodied in their pursuit of the six values of truth, goodness, beauty, holy, health and wealth. As an ideal objective pursued by human beings, both the theory and practice of whole-person education develop with the evolvement of the human beings’ social practice.更多还原