重庆交通大学学报(社会科学版) ›› 2018, Vol. 18 ›› Issue (2): 24-29.

• 历史文化 • 上一篇    下一篇

孟子教育思想:精义与启示

刘红升   

  1. 西安交通大学 公共政策与管理学院,西安 710049
  • 收稿日期:2017-09-03 出版日期:2018-04-20 发布日期:2018-04-18
  • 作者简介:刘红升(1977—),男,西安交通大学公共政策与管理学院博士生,讲师,研究方向:儿童教育与发展。

Mencius Educational Thought: Profundity and Enlightenment

LIU Hongsheng   

  1. (School of Public Policy and Administration, Xian Jiaotong University, Xian, 710049, China)
  • Received:2017-09-03 Online:2018-04-20 Published:2018-04-18

摘要: 孟子教育思想是我国传统文化之瑰宝,其精义包括:教育的功能是培养“仁德”,恢复“善性”;教育的价值在于使人有别于禽兽,使“贤”有别于“不肖”,使社会伦常秩序得以规范,使“民心”得以归服;为师者,应注重言传身教,教之以德,启发诱导,循序渐进,因材施教,不屑教诲;求学者,应牢记学问之道,求其放心,欲其自得,反求诸己,立志养气,学思结合,以博反约,融会贯通。孟子教育思想对现代教育实践有重要启示。

关键词: 孟子, 教育思想, 精义, 启示

Abstract: As a gem of Chinese traditional culture, Mencius educational thought includes prime ideas as follows: the function of education is to cultivate the benevolence and morality of a human, and to restore the goodinnature of a human; the value of education lies in its ability to make a human different from a beast, to make the worthy different from the unworthy, to normalize the social feudal order of seniority in human relationships, and to get the inclination of the hearts of the people; teachers should pay attention to teaching methods, such as exemplary teaching, teaching students with virtues and in accordance with their aptitude; students should pay attention to learning methods, such as engaging in selfexamination, combining learning and thinking, uniting knowledge and behavior, and digesting all they have learned.

Key words: Mencius, educational thought, profundity, enlightenment