白璧德新古典人文教育理想及其課程開發(fā)研究
發(fā)布時間：2019-01-26 19:26
【摘要】：白璧德(Iriving Babbitt,1865-1933),美國哈佛大學(xué)法國文學(xué)和比較文學(xué)教授、文學(xué)家和文化批評家,是美國“新人文主義”運動的代表人物。在推進(jìn)“新人文主義”教育的道路上,白璧德不遺余力,與摯友穆爾惺惺相惜,使該運動在教學(xué)實踐層面滲入到政治、歷史、文學(xué)、倫理等人文學(xué)科課程領(lǐng)域,并開發(fā)出了諸多旨在實現(xiàn)其新古典人文教育理想的課程。 本研究主要分為四個部分： 第一部分討論白璧德新古典人文教育理想的形成過程與內(nèi)涵,揭示白璧德教育思想形成的基礎(chǔ),思想形成的影響因素以及新古典人文教育理想的基本內(nèi)涵。在家庭成員、教育教學(xué)生涯、社會背景的影響下,白璧德將自己的新古典人文教育依托在歐洲古典文化和美國本土文化以及東方佛陀、儒家文化上,闡明新古典人文教育的目的及實現(xiàn)途徑。 第二部分探討白璧德新古典人文教育理想的課程開發(fā)與實踐,著重探討白璧德為實現(xiàn)教育理想具體開發(fā)了哪些課程,課程教學(xué)目標(biāo)及內(nèi)容為何,如何實施所開發(fā)的課程�？偟膩碚f,白璧德開發(fā)了兩類課程：現(xiàn)代思想批判課程和古典文化課程。前者的課程內(nèi)容主要圍繞如何批判盧梭、培根等現(xiàn)代思想展開,旨在引導(dǎo)學(xué)生像自己一樣認(rèn)識到人文危機(jī)并批判這類現(xiàn)代思想；后者課程內(nèi)容主要為古希臘文化、宗教文化、儒學(xué),旨在引導(dǎo)學(xué)生重建真正有意義的人文思想和生活方式。 第三部分分析白璧德新古典人文課程開發(fā)的效果。主要借由與同時代學(xué)者之間的思想交匯來展現(xiàn)。與哈佛大學(xué)C.W艾略特的斗爭,其學(xué)生T.S艾略特的批判與繼承,更有以吳宓為代表的中國學(xué)生對其思想的傳播,無論是追隨者還是反對者,均表達(dá)了白璧德新古典人文課程開發(fā)的強(qiáng)大效果。 最后一部分主要揭示白璧德新古典人文教育理想對現(xiàn)代人文教育的啟示。簡單剖析我國現(xiàn)階段人文教育的實施現(xiàn)狀,并根據(jù)我國教育的語境,從課程開發(fā)和教學(xué)實施兩個層面揭示白璧德新古典人文教育理想對我國現(xiàn)代人文教育的啟示。
[Abstract]:Iriving Babbitt,1865-1933, a professor of French and comparative literature at Harvard University, a writer and a cultural critic, is a representative of the "New Humanism" movement in the United States. On the road of promoting the education of "new humanism", Babbitt spared no effort to share with his close friend Moore, so that the movement infiltrated into the fields of politics, history, literature, ethics and other humanities courses at the level of teaching practice. And developed a lot of courses aimed at realizing its new classical humanistic education ideal. This research is mainly divided into four parts: the first part discusses the formation process and connotation of Babbitt's new classical humanistic education ideal, and reveals the foundation of Babbitt's educational thought. The influence factors of thought formation and the basic connotation of the ideal of neoclassical humanistic education. Under the influence of family members, teaching career and social background, Babbitt relies his Neo-Classical Humanities Education on European classical culture and American native culture, as well as Oriental Buddha and Confucian culture. This paper expounds the aim and the way to realize the new classical humanities education. The second part discusses the curriculum development and practice of Babbitt's ideal of Neo-Classical Humanities Education, focusing on what curriculum Babbitt has developed for the realization of educational ideal, what curriculum teaching objectives and contents are, and how to carry out the developed curriculum. In general, Babbitt has developed two courses: critique of modern thought and classical culture. The former curriculum mainly revolves around how to criticize Rousseau Bacon and other modern thoughts in order to guide students to recognize the humanistic crisis and criticize such modern thoughts as themselves. The latter course mainly consists of ancient Greek culture, religious culture and Confucianism, which aims to guide students to rebuild their real meaningful humanistic thought and lifestyle. The third part analyzes the effect of Babbitt's new classical humanities curriculum development. Mainly by reason and contemporary scholars to show the intersection of ideas. In the struggle against C.W Eliot at Harvard University, the criticism and inheritance of T.S. Eliot, a student of Harvard University, is even more marked by the spread of his ideas by Chinese students represented by Wu Mi, whether they are followers or opponents. Both expressed the powerful effect of the development of Babbitt's New Classical Humanities course. The last part mainly reveals the enlightenment of Babbitt's new classical humanistic education ideal to modern humanistic education. This paper briefly analyzes the present situation of humanistic education in our country, and according to the context of education in China, reveals the enlightenment of Babbitt's new classical humanistic education ideal to modern humanistic education in China from the two aspects of curriculum development and teaching implementation.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2014
【分類號】：G40-09
本文編號：2415825
[Abstract]:Iriving Babbitt,1865-1933, a professor of French and comparative literature at Harvard University, a writer and a cultural critic, is a representative of the "New Humanism" movement in the United States. On the road of promoting the education of "new humanism", Babbitt spared no effort to share with his close friend Moore, so that the movement infiltrated into the fields of politics, history, literature, ethics and other humanities courses at the level of teaching practice. And developed a lot of courses aimed at realizing its new classical humanistic education ideal. This research is mainly divided into four parts: the first part discusses the formation process and connotation of Babbitt's new classical humanistic education ideal, and reveals the foundation of Babbitt's educational thought. The influence factors of thought formation and the basic connotation of the ideal of neoclassical humanistic education. Under the influence of family members, teaching career and social background, Babbitt relies his Neo-Classical Humanities Education on European classical culture and American native culture, as well as Oriental Buddha and Confucian culture. This paper expounds the aim and the way to realize the new classical humanities education. The second part discusses the curriculum development and practice of Babbitt's ideal of Neo-Classical Humanities Education, focusing on what curriculum Babbitt has developed for the realization of educational ideal, what curriculum teaching objectives and contents are, and how to carry out the developed curriculum. In general, Babbitt has developed two courses: critique of modern thought and classical culture. The former curriculum mainly revolves around how to criticize Rousseau Bacon and other modern thoughts in order to guide students to recognize the humanistic crisis and criticize such modern thoughts as themselves. The latter course mainly consists of ancient Greek culture, religious culture and Confucianism, which aims to guide students to rebuild their real meaningful humanistic thought and lifestyle. The third part analyzes the effect of Babbitt's new classical humanities curriculum development. Mainly by reason and contemporary scholars to show the intersection of ideas. In the struggle against C.W Eliot at Harvard University, the criticism and inheritance of T.S. Eliot, a student of Harvard University, is even more marked by the spread of his ideas by Chinese students represented by Wu Mi, whether they are followers or opponents. Both expressed the powerful effect of the development of Babbitt's New Classical Humanities course. The last part mainly reveals the enlightenment of Babbitt's new classical humanistic education ideal to modern humanistic education. This paper briefly analyzes the present situation of humanistic education in our country, and according to the context of education in China, reveals the enlightenment of Babbitt's new classical humanistic education ideal to modern humanistic education in China from the two aspects of curriculum development and teaching implementation.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2014
【分類號】：G40-09
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