本文選題：功利主義教育 + 經(jīng)驗(yàn)主義�。� 參考：《南開大學(xué)》2014年博士論文

【摘要】：本文以功利教育為視角,圍繞功利主義教育思想,從理論與實(shí)踐、普遍與特殊的角度,分析十九世紀(jì)英國(guó)功利主義教育思想,分別從功利主義教育的社會(huì)背景、理論前提、理論的實(shí)踐中研究功利主義教育內(nèi)核的合理性和功利泛化的局限性,探尋功利教育的合理限度,為我國(guó)的教育改革提供理論支持。 從理論上,研究功利主義教育的價(jià)值。功利主義教育使十九世紀(jì)英國(guó)的教育從非實(shí)用性的教會(huì)教育和紳士教育轉(zhuǎn)變到具有實(shí)用性的功利教育上來。功利主義教育既提倡自由,又尊重權(quán)威,個(gè)人自由是教育的最終目的,社會(huì)權(quán)威是個(gè)人價(jià)值獲得主要渠道,同時(shí)也是社會(huì)穩(wěn)定的前提。功利主義教育給予人的是一種注重現(xiàn)實(shí)、把握現(xiàn)實(shí)的理論思維方式。它不但要求認(rèn)識(shí)世界,而且贊同通過改革的方式去改造世界,它尊重權(quán)威又能夠打破權(quán)威,實(shí)現(xiàn)自己所要追求的自由,這需要把自由和權(quán)威控制在一個(gè)合理的限度之內(nèi)。 從實(shí)踐上,研究功利教育與社會(huì)整體發(fā)展的關(guān)系。從社會(huì)發(fā)展的角度來說,功利主義教育順應(yīng)了社會(huì)歷史的發(fā)展潮流,為社會(huì)發(fā)展提供了智力支持,推動(dòng)工業(yè)革命的發(fā)展,促進(jìn)了科技的進(jìn)步,讓民主政治向前邁進(jìn)了一大步。從個(gè)人發(fā)展的角度來說,功利主義者提倡普及教育、義務(wù)教育、中等教育、高等教育以及職業(yè)教育等,這為民眾提供了更多的接受教育的機(jī)會(huì),提高了民眾的科學(xué)文化知識(shí),激發(fā)了民眾的政治權(quán)利意識(shí),使個(gè)人的自由向前邁進(jìn)了一大步。 十九世紀(jì)英國(guó)的社會(huì)現(xiàn)狀是功利主義教育產(chǎn)生的主要原因,這是功利主義教育產(chǎn)生的社會(huì)背景。工業(yè)革命呼喚功利主義教育,功利主義者從實(shí)際出發(fā),看到了社會(huì)發(fā)展與現(xiàn)實(shí)之間的矛盾,提出了教育理論,并主張對(duì)教育進(jìn)行改革；民主政治的發(fā)展需要功利主義教育；教育改革與教育思潮是功利主義教育產(chǎn)生的教育背景,公學(xué)改革、導(dǎo)生制以及國(guó)家進(jìn)行干預(yù)教育是教育改革的主要內(nèi)容,古典人文主義教育、科學(xué)教育、空想社會(huì)主義教育三大思潮與功利主義思潮之間的對(duì)話促進(jìn)了教育思想的發(fā)展；經(jīng)驗(yàn)主義傳統(tǒng)為功利主義教育提供了經(jīng)驗(yàn)哲學(xué)的土壤；聯(lián)想主義心理學(xué)傳統(tǒng)是功利主義教育心理學(xué)產(chǎn)生的理論基礎(chǔ)。 功利主義教育理論有其自身的理論前提。人性論是功利主義教育的邏輯起點(diǎn),人性是多樣的,具有自私自利、趨樂避苦、非恒定性、自我完善性等特點(diǎn),這證明人具有可教性,能夠傳承知識(shí)和文明；經(jīng)驗(yàn)主義為功利主義教育提供了哲學(xué)基礎(chǔ),作為經(jīng)驗(yàn)主義的功利主義能夠從經(jīng)驗(yàn)出發(fā),注重現(xiàn)實(shí),易于打破權(quán)威,實(shí)現(xiàn)人的自由；幸福是功利主義教育的價(jià)值訴求,快樂和自由是幸福的核心,個(gè)人幸福和社會(huì)幸福的有機(jī)結(jié)合是通往幸福的有效突途徑；功利是評(píng)價(jià)功利主義教育的主要標(biāo)準(zhǔn)；聯(lián)想主義心理學(xué)是功利主義教育認(rèn)識(shí)論的心理學(xué)基礎(chǔ)。 功利主義教育既有理論也有實(shí)踐,是理論與實(shí)踐的統(tǒng)一。功利主義者主張環(huán)境是影響和形成人的性格的主要因素。邊沁探討了環(huán)境對(duì)人的氣質(zhì)的影響,詹姆斯·密爾堅(jiān)持環(huán)境決定論,約翰·密爾則主張溫和的決定論；他們從經(jīng)驗(yàn)出發(fā),認(rèn)為無法證明上帝的存在,并堅(jiān)決反對(duì)教育中的宗派主義,主張宗教信仰自由；國(guó)家對(duì)教育的干預(yù)要適度,其干預(yù)的范圍主要限于人們無能力辦學(xué)的領(lǐng)域,其原則是不干涉?zhèn)�人自由；大學(xué)應(yīng)當(dāng)是追求真、善、美的地方,博雅教育與科學(xué)教育相融合是其教學(xué)原則；個(gè)性是社會(huì)進(jìn)步、道德提升乃至實(shí)現(xiàn)個(gè)人自由的主要?jiǎng)恿Α?作為一種教育思潮的功利主義教育存在著困境,最大多數(shù)人的最大幸福原則并不包括全體人的幸福,作為目的論的功利主義無法把過程和結(jié)果協(xié)調(diào)起來,精英主義教育成為功利主義教育的核心。功利主義在事實(shí)與價(jià)值關(guān)系的關(guān)系上夸大了功利價(jià)值對(duì)事實(shí)的評(píng)判尺度。功利主義從自然主義出發(fā),通過人的感覺經(jīng)驗(yàn)把追求快樂、逃避痛苦的功利價(jià)值預(yù)設(shè)為評(píng)判事實(shí)的標(biāo)準(zhǔn)。但是,把功利作為個(gè)人幸福和社會(huì)發(fā)展的標(biāo)準(zhǔn)會(huì)導(dǎo)致功利的泛化。 其實(shí),我們反對(duì)的是功利教育泛化,但是不反對(duì)有限度的功利教育,合理的功利教育具有其合理性和存在價(jià)值。社會(huì)差別的存在是功利主義教育產(chǎn)生的主要原因,教育要協(xié)調(diào)好個(gè)人發(fā)展、社會(huì)進(jìn)步和國(guó)家穩(wěn)定有序前進(jìn)三者的關(guān)系。功利主義教育的研究與我國(guó)教育的發(fā)展休戚相關(guān),探討功利主義教育的限度對(duì)我國(guó)的教育改革具有借鑒意義,并能夠豐富我國(guó)的教育改革理論。
[Abstract]:Based on the theory and practice , universal and special angles , this paper analyzes the educational thoughts of the English utility in the nineteenth century from the perspective of utilitarian education , and analyzes the limitations of the rationality and utility of the utilitarian education kernel from the social background , the theoretical premise and the practice of the utilitarian education , and explores the reasonable limits of the utility education , and provides theoretical support for the educational reform in our country .

In theory , the value of utilitarian education is studied . The utilitarian education transforms the education of Britain from the non - practical church and the gentleman ' s education into practical utility education . The utilitarian education not only advocates freedom , but also respects the authority , the individual freedom is the ultimate aim of education , and the social authority is the premise of social stability . It not only requires the understanding of the world , but also the freedom to pursue by reform . It needs to control the freedom and authority within a reasonable limit .

From the point of view of the social development , the utilitarian education conforms to the development trend of the social history , provides the intellectual support for the social development , promotes the development of the industrial revolution , promotes the development of the industrial revolution , promotes the development of science and technology , promotes the development of science and technology , promotes the development of science and technology , promotes the development of science and technology , promotes the development of science and technology , promotes the development of science and technology , promotes the scientific and cultural knowledge of the people , inspires the public ' s political rights consciousness , and makes the freedom of the individual move forward .

The social situation of Britain in the nineteenth century is the main reason for the education of utilitarian . This is the social background of the education of utilitarian . The industrial revolution calls for the utilitarian education . In fact , it sees the contradiction between social development and reality , puts forward the theory of education , and advocates the reform of education ;
The development of democratic politics requires utilitarian education ;
Educational reform and the ideological trend of education are the educational background , the public school reform , the guiding system and the intervention education of the country are the main contents of the educational reform .
Empiricism tradition provides the soil of empirical philosophy for the education of utilitarian ;
The tradition of associative psychology is the theoretical basis of the psychology of utilitarian education .

The theory of utilitarian education has its own theoretical premise . The theory of human nature is the logical starting point of utilitarian education . Human nature is diverse , and has the characteristics of selfishness , seeking to avoid bitter , non - identity , self - perfection , etc . , which proves that people have the ability to teach and inherit knowledge and civilization ;
Empiricism provides a philosophical basis for utilitarian education , which can be based on experience , realistic , easy to break authority and realize man ' s freedom .
Happiness is the value of utilitarian education , happiness and freedom are the core of happiness , and the organic combination of individual happiness and social happiness is an effective way to happiness ;
Utility is the main criterion to evaluate the utilitarian education ;
Association psychology is the psychological foundation of the theory of utilitarian education epistemology .

utilitarian education has both theory and practice . It is the unification of theory and practice . It is the main factor to influence and form the character of man . Bentham discusses the influence of environment on man ' s temperament .
From experience , they believe that the existence of God cannot be proved , and it is strongly opposed to sectarianism in education and advocates freedom of religious belief ;
The State ' s intervention in education should be moderate . The scope of its intervention is limited to the areas where people have no ability to run school , and its principle is not to interfere with individual freedom ;
The university should be the place of seeking truth , good and beauty , and the integration of Boya education and science education is its teaching principle ;
Personality is the main impetus of social progress , moral promotion and personal freedom .

As a kind of educational thought , the utilitarian education is in a dilemma . Most of the people ' s greatest happiness principle does not include the happiness of the whole people . As the goal theory , the utilitarian cannot reconcile the process and the result , and the elite education becomes the core of the utilitarian education .

In fact , we are opposed to the generalization of utilitarian education , but do not oppose the limited utilitarian education , the rational utility education has its rationality and existence value . The existence of the social difference is the main reason for the education of utilitarian education . The research of the education should coordinate the relationship between the individual development , social progress and the orderly progress of the national stability . The research of the utility education is of reference to our country ' s education reform , and can enrich the educational reform theory of our country .

【學(xué)位授予單位】：南開大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2014
【分類號(hào)】：G40-02

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 曾天山;;深化改革是推動(dòng)教育事業(yè)科學(xué)發(fā)展的強(qiáng)大動(dòng)力(上)[J];人民教育;2013年05期

2 姚大志;;當(dāng)代功利主義哲學(xué)[J];世界哲學(xué);2012年02期

3 周師;;約翰·密爾論民主的教育功能[J];內(nèi)蒙古農(nóng)業(yè)大學(xué)學(xué)報(bào)(社會(huì)科學(xué)版);2012年01期

4 毛興貴;;功利主義與政治義務(wù)[J];哲學(xué)動(dòng)態(tài);2011年12期

5 孟建偉;張略;;大學(xué)理念:功利主義和理想主義的張力[J];新視野;2011年03期

6 李淑梅;;歷史唯物主義與政治哲學(xué)的變革[J];哲學(xué)研究;2011年04期

7 楊桂華;;對(duì)“錢學(xué)森之問”的思考[J];求是;2011年06期

8 周仲飛;;談功利主義對(duì)目前中國(guó)教育之影響[J];當(dāng)代教育論壇(綜合研究);2011年02期

9 晉運(yùn)鋒;;契約論、功利主義與正義原則[J];馬克思主義與現(xiàn)實(shí);2011年01期

10 J.納維森;姚大志;;羅爾斯與功利主義[J];世界哲學(xué);2011年01期

相關(guān)博士學(xué)位論文 前2條

1 沈文欽;近代英國(guó)博雅教育及其古典淵源[D];北京大學(xué);2008年

2 袁柏順;尋求權(quán)威與自由的平衡[D];天津師范大學(xué);2002年

相關(guān)碩士學(xué)位論文 前1條

1 吳海燕;19世紀(jì)英國(guó)功利主義教育思想研究[D];福建師范大學(xué);2006年

，

本文編號(hào)：1843190