The usual view is that humanism in education aims at the harmonious development of human beings, hoping that humanity, human dignity and human potential can be realized and developed to the greatest extent in the process of education. Humanism in education often appears as a gesture of criticizing mainstream education. It opposes education to dominate education with preset, artificial and external educational purposes, advocates students' own development, and emphasizes the development of humanity, personality and potential. It has the following characteristics:
First, fluency and sensibility.
Nowadays, when people talk about humanism, they always call it the Greek and European Renaissance. In fact, China's traditional culture also contains profound humanistic spirit-the spirit of value pursuit for the purpose of individual free development. Its representative should be the first to promote Laozi and Zhuangzi. For example, the most basic core concept "Tao" in Laozi and Zhuangzi's philosophy:
Man's law is based on the earth, the earth is based on the sky, the sky is based on the Tao, and the Tao is natural.
Many problems in the world are because people always go against nature and enslave themselves with a lot of fame and fortune. Therefore, the highest state of individual development of Zhuangzi's philosophy is not a saint or a man of god, but a "supreme person";
For those who have no self, God is useless and saints are nameless.
Only the person with the highest accomplishment can let nature take its course and forget myself. "I don't know what to do, I don't know how to die" and "I don't like things, I don't care about myself", which completely transcends the vulgarity and triviality of the world and achieves the unity of heaven and man. This is the story of the famous Zhuang Zhou Mengdie and Zhuang Zi's wife singing when they died. This state of absolute freedom is swimming, which is the essential feature of Zhuangzi's ideal personality. And this ideal of freedom is bound to hold a critical and negative attitude towards reality:
The road is abandoned and righteous. Wisdom comes out, and there is a big fallacy. Six parents are not harmonious and have filial piety. In osawa, there are loyal ministers.
So, in this case, do we need education? Did the educators do anything? Laozi and Zhuangzi's answer is not only to want, but also to put forward their own educational ideals:
Teaching without words is the benefit of inaction, which is rare in the world.
Elephants can't see when the sound is loud and thin.
Sages think that the more people, the more people.
The teaching of adults is like a shadow, and the sound is like a ring. Answer the questions and try your best to match the world.
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Laozi and Zhuangzi compared the relationship between educators and educatees to the natural affinity of inseparable, and compared the dialogue between them to the communication of hearts. The uniqueness of educators lies in adopting flexible and diverse ways to conform to the free development of the educated. Therefore, it can be said that it is "impossible to spread information"-teaching has laws but cannot.
Second, harmonious development.
Ancient Greek philosophers are the source of humanistic education view, while Aristotle is a master. His thought of "harmonious education" is the most important source of humanistic education view after the Renaissance.
Aristotle believes that human body and soul are inseparable, just like matter and form. There are three kinds of souls, and the development of these three kinds of souls requires corresponding education, namely, physical education, moral education and intellectual education. The purpose of education is to maximize the development of these three aspects and achieve the harmonious development of body, morality and intelligence.
After the Renaissance, the realistic representative of humanistic education view is Czech educator Comenius. He put forward the universal wisdom theory of "everyone is educated" and "everyone learns everything" in his famous pedagogy book "On Great Teaching". Comenius believes that education should adapt to nature in all aspects. Nature here refers to nature and universal laws, as well as the innate natural nature of human beings. In terms of human nature, he pointed out the differences in personality: "Some people are smart, while others are stupid; Some people are docile and obedient, while others are tenacious and unyielding; Some people are eager for knowledge, while others prefer to acquire skills. " Therefore, it is proposed that education should be carried out according to everyone's requirements and characteristics. This coincides with our traditional ideas of "adapting to local conditions" and "teaching students in accordance with their aptitude" in China.
Third, learn from nature.
The romantic representative of humanistic education view is Rousseau, a great French educator. His famous educational thesis is Emile. Rousseau advocates "taking nature as a teacher, not human beings as a teacher", and even thinks that if we conform to the development of nature, we can eliminate evil and save society. So, what is this natural nature? Rousseau thinks it is freedom, rationality and kindness. Emil in the works is such a typical "natural person" who grew up in an ideal natural environment:
He is now in his twenties, well-proportioned, physically and mentally healthy, muscular and dexterous; He is full of emotion and reason, and his heart is very kind; He has good moral character and aesthetic ability, he loves beauty and is willing to be kind; He got rid of all kinds of cruel desires and prejudices, he obeyed the laws of reason, and he listened to the voice of friendship. He has many useful skills, but he also knows several arts; He doesn't care about money. His means of making a living is his arm. Wherever he goes, he doesn't worry about bread.
Rousseau's educational thought of "taking nature as a teacher" is indeed similar to that of Laozi and Zhuangzi's educational thought of "conforming to nature and expressing feelings".
Fourth, personality is paramount.
After World War II, especially after the 1960s, humanistic education set off the third climax. Among them, existentialism philosophy and humanistic psychology are the most representative. The representative figures of existentialism are Heidegger and Sartre. Existentialism pursues "human existence", takes personal feelings as the center, and emphasizes human personality and freedom. The most important and influential viewpoints of humanistic psychology are about "self-realization" and "fully developing human potential"; Education should strive to cultivate "self-actualized people". American psychologist Maslow is the representative. Maslow believes that the most important education of self-realization is the education of creating personality. He said: "Self-fulfilling creativity first emphasizes personality, not achievement." Keeping children happy and impulsive, and keeping a healthy and open mind are the psychological conditions for maintaining strong creativity.
Rogers, another representative of humanism, has a more direct influence on education. He put forward the educational thought of "people-oriented", that is, centering on the free development of students. For this reason, he invented the "non-instructional teaching" method, requiring teachers not to interfere with students' thoughts at all in the process of education, but only to play the role of organizer. Students express themselves, guide themselves, evaluate themselves, create themselves and choose themselves. Successful education lies in students' learning to express themselves and choose themselves.
Verb (abbreviation of verb) lifelong education
From 65438 to 0970, when Paul lengrand, a Frenchman, was the director of the Adult Education Bureau of UNESCO, he wrote an Introduction to Lifelong Education based on his report to the United Nations, and put forward the concepts of "Lifelong Education" (for school education) and "Learning Society" (for academic society). 1972, the Commission for International Development of UNESCO completed a report entitled "Learn to survive", and proposed that "lifelong education should be the dominant idea for developed and developing countries to formulate education policies in the next few years." The report said: "Only comprehensive lifelong education can cultivate perfect people, and this demand is gradually increasing with the growing tension of personal division."
People often narrowly equate lifelong education with adult education, social education or after-service education. To this end, Lungrande specifically explained: "Lifelong education is obviously not a simple extension of traditional education, it contains everyone's basic problems, new attitudes, new ideas and new methods. First of all, in the sense of human existence. Lifelong education enables us to understand and recognize a series of basic situations in which individuals show new meanings; It brings new answers to some major issues that affect the fate of individuals and society. "