本文選題：德育　切入點：血氣　出處：《教育理論與實踐》2017年31期

【摘要】：在古典教育哲人的視野中,血氣捍衛(wèi)著正義的秩序。一個血氣不足的人,是脆弱的、無力的、不自由的。不過,血氣因缺乏正確的判斷力而需要理性的引導,這就需要良好的教育。就此而言,教育是對心靈原始血氣的馴化,當然馴化不是壓抑或去除這種血氣,這會剝奪心靈的活力,而是讓心靈中的血氣因素與后來發(fā)展起來的理性因素和諧一致。遺憾的是,強悍的古典血氣教育在近現(xiàn)代走向了沒落,取而代之的是脆弱的現(xiàn)代德育。在霍布斯的人性論中有兩種對立的欲望:虛榮自負與自我保存。虛榮自負取代了血氣和勇敢,自我保存或者對死亡的恐懼則主宰了人的行動�；诖朔N人性論的教育,變成了生命教育與文明教育。由古今德育從強健到柔弱的轉(zhuǎn)變,可以把握和解釋作為現(xiàn)代性現(xiàn)象的校園欺凌。
[Abstract]:In the vision of the philosopher of classical education, blood defends the order of justice. A man with a lack of blood is weak, weak, and not free. However, it needs rational guidance because of its lack of correct judgment. This requires good education. In this sense, education is the domestication of the primordial blood of the mind, and of course domestication is not the suppression or removal of this blood, which deprives the soul of its vitality. But to make the blood factor in the soul in harmony with the rational factor that developed later. Unfortunately, the powerful classical blood gas education has gone down in modern times. Instead of fragile modern moral education, there are two opposing desires in Hobbes's theory of human nature: vanity and self-preservation. Vanity takes the place of blood and bravery. Self-preservation or fear of death dominates human action. Education based on this theory of humanity becomes education of life and education of civilization. Can grasp and explain as a modern phenomenon of campus bullying.
【作者單位】： 山東師范大學教育學院;
【基金】：全國教育科學“十二五”規(guī)劃2013年度國家一般課題“實踐哲學視野中的教育學演變”(課題編號:BAA130010)的階段性研究成果
【分類號】：G41

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1 陳桂生;“學校自我保存功能問題”的再認識[J];江西教育科研;2004年11期

2 孔令新;;省思浪漫主義的生命教育[J];全球教育展望;2012年09期

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本文編號：1687909