本文選題：朱熹教育思想體系　切入點(diǎn)：南宋閩北　出處：《福建師范大學(xué)》2010年博士論文

【摘要】：朱熹作為中國(guó)文化史上的一代宗師,長(zhǎng)期以來(lái)吸引了人們的關(guān)注和研究。圍繞著他的哲學(xué)思想和教育思想產(chǎn)生了許多研究成果。本文主要對(duì)朱熹的教育思想進(jìn)行研究。在文獻(xiàn)的疏理過(guò)程中,筆者發(fā)現(xiàn)盡管有關(guān)朱熹教育思想研究的著作很多,但也存在需要進(jìn)一步拓展的研究空間。一是關(guān)于朱熹教育思想的研究大多是附著于教育史、教育思想史的通史性或者斷代史的研究中或者是附著于朱熹哲學(xué)思想的研究中進(jìn)行的,而專門研究朱熹教育思想體系的專著卻并不多見(jiàn),這對(duì)于朱熹這樣一位大思想家、大教育家來(lái)說(shuō)顯然是不夠的。因此,需要用專著的形式以足夠的篇幅,從容地研究朱熹教育思想體系;二是在朱熹教育思想的研究中,對(duì)其生成的客觀基礎(chǔ)和朱熹創(chuàng)建龐大的教育思想體系的主觀條件的研究還不夠深入,這樣就影響到人們親切、具體、生動(dòng)地來(lái)把握它的教育思想體系。三是對(duì)何為朱熹教育思想體系在許多的研究中并為深入探討,往往作為不證自明的前提,在闡述朱熹教育思想時(shí)一筆帶過(guò)。正如熟知并非真知。人們經(jīng)常談?wù)撝祆浣逃枷塍w系,但究竟朱熹教育思想體系是什么并未見(jiàn)到多少全面深入的研究。基于上述的體會(huì),筆者在本文中重點(diǎn)闡述了以下幾個(gè)問(wèn)題：一是朱熹教育思想體系生成的客觀基礎(chǔ)。一方面從宏觀的視角考察兩宋之際由于政治文化的丕變而形成的右文重教的文化氛圍,另一方面,更為重要的是從南宋時(shí)期閩北的文化地理來(lái)考察其當(dāng)時(shí)所具有的獨(dú)特的人文環(huán)境,力圖從南宋時(shí)期閩北所具有的多重優(yōu)勢(shì)的疊加聚焦中來(lái)說(shuō)明為何在這偏遠(yuǎn)的山區(qū)中會(huì)產(chǎn)生朱熹這樣一位繼孔子之后的偉大的教育家的深層原因。二是深入探討朱熹創(chuàng)立其教育思想體系的主觀條件,特別是他的全面而生動(dòng)的教育生活史,包括求學(xué)、自學(xué)、游學(xué)、訪學(xué)、辦學(xué)、教學(xué)、勸學(xué)等方面以及朱熹獨(dú)特的精神氣質(zhì),力圖親切、具體、歷史地說(shuō)明朱熹的教育思想體系與他的豐富的教育實(shí)踐的內(nèi)在聯(lián)系。三是對(duì)朱熹教育思想體系的建構(gòu)進(jìn)行深入的研究,從朱熹教育思想體系何以可能?朱熹教育思想體系集大成的特點(diǎn)、朱熹教育思想體系的全面性、層次性、規(guī)律性、邏輯性等方面對(duì)朱熹教育思想體系的建構(gòu)進(jìn)行方法論的探索,力圖為朱熹教育思想體系的建構(gòu)提供方法論的基礎(chǔ)。
[Abstract]:Zhu Xi, as a master in the history of Chinese culture, has attracted people's attention and research for a long time.Around his philosophy thought and educational thought produced a lot of research results.This article mainly carries on the research to Zhu Xi's educational thought.In the course of literature research, the author finds that although there are many works on Zhu Xi's educational thought, there is still room for further development.First, the study of Zhu Xi's educational thought is mostly carried out in the study of the history of education, the general history of educational thought or the history of dynastic history, or in the study of Zhu Xi's philosophical thought.However, there are few monographs devoted to Zhu Xi's educational thought system, which is obviously not enough for such a great thinker and educator.Therefore, it is necessary to study Zhu Xi's educational thought system with sufficient space in the form of monographs; second, in the study of Zhu Xi's educational thought,The research on the objective basis of its formation and the subjective conditions of Zhu Xi's creation of a huge educational thought system is not deep enough, which will affect people to grasp its educational thought system kindly, concretely and vividly.Third, Zhu Xi's educational thought system in many studies and for in-depth discussion, often as a self-evident premise, in the elaboration of Zhu Xi's educational thought.Just as familiarity is not true knowledge.People often talk about Zhu Xi's educational thought system.Based on the above experience, the author focuses on the following problems: first, the objective foundation of the formation of Zhu Xi's educational thought system.On the one hand, from a macro perspective, it examines the cultural atmosphere of right culture and education formed by the change of political culture between the two Song dynasties, on the other hand,More importantly, from the cultural geography of Northern Fujian in the Southern Song Dynasty, the unique humanistic environment was investigated.This paper tries to explain the deep reason why Zhu Xi, a great educator after Confucius, came into being in this remote mountain area from the superposition and focus on the multiple advantages of Northern Fujian in the Southern Song Dynasty.Second, it is necessary to explore in depth the subjective conditions under which Zhu Xi created his educational thought system, especially his comprehensive and vivid educational life history, including his study, self-study, study study, visiting, school running, teaching, persuading and so on, as well as Zhu Xi's unique spiritual temperament.This paper tries to explain the inner relation between Zhu Xi's educational thought system and his rich educational practice.The third is to study the construction of Zhu Xi's educational thought system deeply. How is it possible to build Zhu Xi's educational thought system?The characteristics of Zhu Xi's educational thought system, the comprehensive, hierarchical, regular and logical aspects of Zhu Xi's educational thought system, etc., to explore the methodology for the construction of Zhu Xi's educational thought system.This paper tries to provide the basis of methodology for the construction of Zhu Xi's educational thought system.
【學(xué)位授予單位】：福建師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2010
【分類號(hào)】：G40-092

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本文編號(hào)：1725663