Environmental determinism is a theoretical understanding of the relationship between man and land. The view that human physical and mental characteristics, national characteristics, social organizations, cultural development and other humanistic phenomena are dominated by natural environment, especially climate conditions, is a theory of man-land relationship. Determinism for short. Thinkers in ancient Greece have begun to pay attention to the relationship between man and climate. Hippocrates, Plato, Aristotle and others all believe that human character and wisdom are determined by climate.
/kloc-Montesquieu, a French enlightenment thinker in the 0 th and 8 th centuries, accepted the ideas of ancient Greek scholars on the relationship between man and climate in the Spirit of Law. Under the guidance of the view that the power of climate is the highest power in the world, Montesquieu put forward that laws should be revised according to climate to adapt laws to people's character caused by climate. /kloc-In the mid-9th century, the British historian H.T. Barker believed that climate was an important external factor affecting the cultural development of a country or a nation, and India's poverty and backwardness were determined by the natural laws of climate.
The greatest advantage of environmental determinism is that it provides a good idea for people to understand the great restrictive influence on human beings from the perspective of natural environment. However, its shortcomings are also obvious. Exaggerated the decisive role of geographical environment in human development, neglected the dynamic role of human beings in the natural environment, and showed the limitations of theoretical understanding. Therefore, when applying this theory, we must give full play to our advantages dialectically.
General ethics of education:
The omnipotence of education refers to the educational viewpoint that rationalists in 17 and 18 centuries exaggerated the role of education in determining society and denied the influence of genetic quality differences on human development. Kant, a German philosopher, believes that the reason why people become human depends entirely on education. The German philosopher Leibniz once said that if he was given full power in education, Europe could be changed in less than a hundred years.
Helvetius, a French materialist, is the representative of the omnipotence of education. In On Man's Rational Ability and Education, he opposes the concept of talent, and thinks that man's talent is equal, and there is no difference in genetic quality. Man is the product of environment and education, and his character, temperament and spirit are the result of education. The omnipotence of education is a view that exaggerates the role of education in human development and thinks that people are completely the product of education. Kant, a German philosopher, believes that the reason why people become human is entirely the result of education.