本文選題：老子　切入點(diǎn)：道德經(jīng)　出處：《山東師范大學(xué)》2008年博士論文　論文類型：學(xué)位論文

【摘要】： 現(xiàn)代中國教育,在儒家傳統(tǒng)思想和以科學(xué)主義、技術(shù)主義、工具理性為特征的時(shí)代精神的重壓下,“集一切時(shí)代之病癥于一身”,或蔽于“物”而不知“人”,或蔽于“人”而不知“天”,或蔽于“器”而不知“道”。它一方面在高度發(fā)展,制造著“不朽”的業(yè)績;另一方面又使教育者、受教育者處在“和自然疏離”、“和社會(huì)疏離”及“和人自身疏離”的生命異化之中�，F(xiàn)代教育忘記了其高貴的祖先,變成異化人的工具。 教育的變革在于文化的變革,教育的喚醒在于文化的喚醒。儒家思想救不了自己的病,西方文化正是教育時(shí)代病的罪魁禍?zhǔn)�。醫(yī)治教育時(shí)代病癥唯有一途,就是回到軸心時(shí)代,回到東方,重溫老子之路。正如林語堂所說:“在現(xiàn)代社會(huì)中我們既不能產(chǎn)生一個(gè)摩西或一個(gè)孔子,我們惟有走廣義的神秘主義的一途,例如老子所倡導(dǎo)的那種。一切聽其自然,而個(gè)人融化于這大自然的秩序中”。 老子思想微言大義,玄妙幽遠(yuǎn),像“一個(gè)永不枯竭的井泉,盡是寶藏,放下汲桶,唾手可得”。老子敏銳的洞察能力,堅(jiān)定的批判精神,獨(dú)特的哲思方式,鮮明的自然主義旗幟,就連后現(xiàn)代主義也自嘆不如,要從中汲取營養(yǎng)。老子不僅是在說古,也是在論今。“《道德經(jīng)》不但是古代人的大智大慧,更是現(xiàn)代人類救亡圖存的大智大慧”。他的思想已成為進(jìn)行社會(huì)再構(gòu)建的重要理論源泉。老子不僅是思想家,也是教育哲學(xué)家,老子思想充滿著教育智慧。老子的“以順應(yīng)人的自然本性及個(gè)性和發(fā)展規(guī)律”為教育價(jià)值取向,以“反”為特征的教育辯證法,以體悟?yàn)橹鞯膶W(xué)習(xí)“負(fù)”方法,以“有無相生”為線索的教育生活觀等正是救治現(xiàn)代教育病癥的一劑良藥。 本論文研究的根本目的就是要開拓教育研究視野,挖掘老子的教育思想和深藏的教育哲理,填補(bǔ)老子教育思想研究的空白,彌補(bǔ)傳統(tǒng)儒家教育思想之不足,豐富我國的教育理論。希望通過老子思想的研究,能對(duì)當(dāng)代教育出現(xiàn)的“科學(xué)主義”、“技術(shù)主義”、“工具主義”、“教育異化”、“道德危機(jī)”等等弊端提出獨(dú)特的救治藥方,為中國和世界教育的發(fā)展,找到新的源頭活水。 本文由《引論》、第一章《老子思想及儒道互補(bǔ)》、第二章《老子思想與教育》、第三章《以自然主義為宗旨的教育價(jià)值觀》、第四章《以“反”為特征的教育辯證法》、第五章《以“負(fù)”為導(dǎo)向的教育方法論》、第六章《“有無相生”的教育生活觀》和《結(jié)語》八部分構(gòu)成。 《引論》從教育存在的弊端和教育發(fā)展的要求出發(fā),探討老子思想對(duì)解決中國乃至世界教育問題的普世性和針對(duì)性價(jià)值,明確問題的提出和研究的思路及要達(dá)到的目標(biāo)。第一章系統(tǒng)論述了老子以“道”為核心,以“自然”“無為”為特征的哲學(xué)思想體系,并以此體系為線索,指導(dǎo)整個(gè)老子教育思想的研究。第二章則是澄清對(duì)老子教育思想的誤解,展現(xiàn)了老子教育思想的豐富性和可操作性。第三章至第六章重點(diǎn)對(duì)老子的教育思想進(jìn)行系統(tǒng)挖掘。第三章揭示了老子教育思想的精髓——“自然主義”價(jià)值觀;第四章論述了老子以“反”為特征的教育辯論法,對(duì)傳統(tǒng)的教育觀念進(jìn)行了反向思考;第五章闡釋了老子教育思想的“負(fù)”方法,豐富了教育研究的方法論;第六章以老子哲學(xué)的“有”“無”關(guān)系為線索,以新的研究視角探討當(dāng)下教育與生活的關(guān)系。
[Abstract]:Chinese in modern education, the traditional Confucianism and the scientism, technology, tool rationality characterized by the spirit of the times under the weight of "set in an era of all diseases", or "things" and not in the word "person", or "people" and not the word "day", or in short "" but not "Tao". On the one hand, at the height of the development, creating a "immortal" performance; on the other hand, the educators, the educated in the "natural" alienation ", and social alienation" and "human self alienation and the alienation of modern life". Forget its education noble ancestors into the alienation of people's tools.
Education reform is the change of culture, education awareness lies in the cultural awareness of Confucianism. To save their disease, western culture is arch-criminal education in the age of disease. There is only one way for education in the age of illness, is back in the axial age, returned to the east to Lao Tzu road. As Lin Yutang said: "in modern society we can't have a Mose or a Confucius, we only take the mysticism of the broad sense. For example, Lao Tzu advocated that all melt in the personal leave the matter as it is, the natural order".
Lao Tzu thought abstruse distant, sublime words with deep meaning, like "an inexhaustible well, full of treasure, put down the bucket, with extreme ease. Lao Tzu keen insight, strong critical spirit, unique philosophy, distinct naturalism banner, even postmodernism is strange enough, to absorb nutrition from Lao Tzu. Not only in the old, but also in theory today." "moral Sutra" is not only the ancient people's wisdom, but also the modern human salvation and wisdom ". His thought has become an important theoretical source of rebuilding society. Not only is also Lao Tzu thinkers, philosophers of education, ideological education Lao Tzu full of wisdom. Lao Tzu." in order to conform to the human nature and personality and development rule "as the value orientation of education, which is characteristic of" opposition "the dialectics of education, to understand the main learning methods to" negative "," non existence " The clue of education and life is a good medicine for the treatment of modern education.
The fundamental purpose of this thesis is to explore the field of educational research, mining Lao Tzu education thought and deep education philosophy, to fill gaps in research Lao Tzu education thought, make up for the deficiency of traditional Confucian education ideas, enrich the educational theory of our country. I hope that through research Lao Tzu thought, to contemporary education of "Scientism", "technology", "Instrumentalism", "alienation of education", "moral crisis" and so on shortcomings of proposed treatment prescription unique, for the development of Chinese and world education, find new springhead.
This paper consists of an introduction to the first chapter of < >, < > Lao Tzu thought and complementation of Confucianism and Taoism, the second chapter "Lao Tzu ideology and education", the third chapter "educational value to naturalism for the purpose of the fourth chapter to view >, <" anti "is the characteristic of the dialectics of education", the fifth chapter "to" negative "education oriented approach the sixth chapter >, <" without phase of the education of outlook on life > > and < the conclusion of eight parts.
< > introduction from the drawbacks existing in the education and development of education requirements, to explore the idea of universal solution Lao Tzu China and the world education problems and targeted value, clear the problem and research ideas and to achieve the goal. The first chapter discusses Lao Tzu "Tao" as the core, with "natural" "Wuwei" is the characteristic of philosophy, and to guide the whole system as a clue, research Lao Tzu education thought. The second chapter is to clarify the Lao Tzu education misunderstanding, show the Lao Tzu education thought rich and maneuverability. The third chapter to the sixth chapter focuses on the educational thought of Lao Tzu mining system. The third chapter reveals the essence of Lao Tzu Education Thought -- "naturalism" values; the fourth chapter discusses Lao Tzu education dialectics which is characteristic of "opposition", to the traditional education concept of reverse thinking The fifth chapter explains Laozi's "negative" method of educational thought, enriches the methodology of educational research. The sixth chapter takes Lao Zi's philosophy of "having" and "no" as a clue, and explores the relationship between education and life from the perspective of new research.

【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2008
【分類號(hào)】：G40-092

【引證文獻(xiàn)】

相關(guān)期刊論文 前3條

1 張愛菊;;老子的健康思想及其當(dāng)代價(jià)值[J];長春工業(yè)大學(xué)學(xué)報(bào)(社會(huì)科學(xué)版);2012年01期

2 孫玉榮;;當(dāng)代中國大學(xué)教育的“功利主義”價(jià)值取向之反思[J];天津市教科院學(xué)報(bào);2013年02期

3 姚希;;從“自然之道”看老子的教育價(jià)值觀[J];湘潮(下半月);2013年08期

相關(guān)碩士學(xué)位論文 前9條

1 王曉峰;老子政治思想研究[D];大連理工大學(xué);2010年

2 黃明銳;先秦道家教育思想對(duì)當(dāng)代學(xué)校音樂教育的啟示[D];湖南師范大學(xué);2011年

3 石莎莎;《紅樓夢》中的自然教育思想[D];湖南師范大學(xué);2011年

4 林嬌;老莊生命教育思想研究[D];東北師范大學(xué);2011年

5 曹晶晶;老子德育思想及其現(xiàn)代價(jià)值[D];合肥工業(yè)大學(xué);2010年

6 張旭;老子的語文教育思想[D];天津師范大學(xué);2012年

7 王黃;老子教育哲學(xué)研究[D];安徽大學(xué);2012年

8 張穎;老子慈善思想及其現(xiàn)代價(jià)值研究[D];杭州師范大學(xué);2013年

9 王康寧;不言之教—老子對(duì)教育的解構(gòu)及其啟示[D];山東師范大學(xué);2013年

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本文編號(hào)：1567172