Interpretation and editing of free education in tool books
Free education has two prominent interrelated meanings: s 1. On the premise that the educated have leisure, O. On the means for the educated to make full use of leisure, R 2. The purpose is to explore profound pure theoretical knowledge. Aristotle thinks that O's free education is suitable for "the value of free people", O can gain wisdom, P develops harmoniously in morality and body, R's free education is completely different from vocational training, O's former is noble, and O's latter is humble.
Interpretation and Editing of Liberal Education in Academic Literature
The so-called free education refers to education that does not stick to old ideas and serves exploration and innovation. Its essence lies in carrying forward the spirit of rational criticism especially advocated by Mr. Lei.
I hope it helps you.
Question 2: What is general education? It has different meanings in different times. The concept was first put forward by the ancient Greek philosopher Aristotle. He believes that free education is the education that "free people" (that is, slave owners and nobles) who aim at free development and rationality should enjoy.
Aristotle's liberal education has two prominent interrelated meanings. S (1) is based on the premise that the educated have leisure. O is a means to make full use of leisure based on the educated. R 2 aims to explore profound pure theoretical knowledge. Aristotle thinks that O's free education is suitable for "the value of free people", O can gain wisdom, P develops harmoniously in morality and body, R's free education is completely different from vocational training, O's former is noble, and O's latter is humble. He believes that the actual operation of various industries is a slave's business, which is not conducive to the development of intelligence. Aristotle also believes that although O is a free man in law, if you indulge in narrow utilitarian O, it will hinder the study of pure theory, and O is not free. Aristotle's distinction between free education and vocational training reflects that in ancient Greece, people of different classes and strata could only enjoy different education. Aristotle's liberal education is closely related to his philosophy and ethics. He believes that the immaterial form of O is the supreme master in the universe, the ultimate goal of natural existence and the source of perfection and beauty. Only the reason of a free man can understand its mystery. The noblest P, the freest or the most elegant in all undertakings is theoretical meditation and exploration, which is exactly the goal advocated by liberal arts education. Aristotle's thought of liberal education has a far-reaching influence on later generations.
The connotation of liberal education changed in the Middle Ages. At that time, the Christian church used Aristotle's philosophy to explain theology O, reorganized the general cultural subject O of P Roman school in ancient Greece, and put forward the education of seven arts. The church believes that the seven arts of S are the basic subjects for further study of theology in order to achieve God. The Seven Arts in the Middle Ages are permeated with theological content, and its "freedom" no longer refers to fully developing human reason, but to getting rid of earthly desires and converting to the divinity of Christ. Until the Renaissance, o advocated the liberation of human nature because humanists demanded to break through the shackles of the church, o regarded the pursuit of individual freedom as an important task of education, o So when Italian humanist P.P. Verjerius discussed the ideal of "free education", o advocated the free development of individual body and mind. He regards humanities O, mainly Greek and Latin O, as the main content of free education. He believes that O "free education" is an education that conforms to the value of free people, R enables the educated to acquire virtue and wisdom, and R is an education that can arouse P to cultivate and develop those talents who make people noble physically and mentally. 18p19th century, o natural science has risen and gradually kept pace with humanities, and developed the concept of free education. 1868 o British biologist p educator Huxley oT. H interprets liberal education as a liberal education that accepts both arts and sciences in his book On Liberal Education. China usually translates liberal education in this era into holistic education or elegant education, which is different from professional education that studies various specialized knowledge. At present, educators in some European and American countries are debating whether colleges and universities should implement professional education or free education.
Question 3: What is the meaning of educator? What is education? At first glance, this question seems simple, but at an international education conference, Dr. Huang Quanyu, who was studying in the United States, asked a British educator, but there was no following. It can be seen that this problem is not that simple. About the definition of education, educators, thinkers and some people at home and abroad have their own "quotations", which are summarized as follows:
Confucius said, "The way of a university is to be well-known, to be close to the people, and to stop at perfection."
Lu Xun: "Education is to cultivate people." Children's education is mainly about understanding, guidance and liberation.
Cai Yuanpei: "Education is to help the educated develop their abilities, improve their personality and do their part in human culture, rather than making the educated a special tool."
Tao Xingzhi: Education is a "life education" based on and for life, which cultivates people with action ability, thinking ability and creativity.
Huang Quanyu: Education "The important thing is not to load the car, but to fill the tank with oil."
Zhong Qiquan: Education is the basis of "student development" and "personality growth".
Qin Wenjun: "Education should be a door. Open it, full of sunshine and flowers. It can bring confidence and happiness to children."
There are also many wonderful and incisive expositions on "education" abroad:
Marx and Engels: Education is to promote "the free development of individual originality"
Kant: Education is a process of individual self-design, self-selection, self-construction and self-evaluation. It is the development of self-ability. It embodies the social will and mechanism that educators and educatees explore together in an equal, free, prudent and serious way. It is not "instigation" or "substitution", and it is not to let the young butterflies in the cocoon cater to or yield against their will.
Einstein: "What is education? When you forget all the education, the rest is education. "
Howard. Gardner: What is education? Education is to let children experience and discover what the world is like and what role educators can play in it.
Montessori: "Education is to stimulate life, enrich life, help children survive with their own strength and help them develop this spirit."
Jaspers: "Education is the education of human soul, not the accumulation of rational knowledge."
Amicus: Education is "education of love".
Various interpretations, each with its own merits, all lead to the door of truth from a certain angle. The education research report submitted by the International 2 1 Century Education Committee to UNESCO said: Education is "to ensure that everyone enjoys the freedom of thought, judgment, emotion and imagination needed to give full play to their talents, and to control their own destiny as firmly as possible."
As an educator, figuring out what education is is of great benefit to understanding the essence of education, clarifying one's own functions and responsibilities, and finding the way forward. This is not a question of walking into a dead end after talking. Because there is no rational consciousness, it is impossible to be a conscious educator in practice.
Question 4: What is freedom? What is the meaning of freedom? It means to put aside desires and responsibilities, have no purpose, and do whatever you want. But freedom costs a lot, such as money, time, friends, family, health and even happiness. Freedom requires a person to be completely independent. Although freedom can bring happiness to people, it is like a demon, always using human beings to do things for him. When all human efforts for freedom change, then freedom is no longer freedom, and the so-called extremes meet. Freedom needs to be weighed by one person. Freedom is a way to escape from stress and troubles, but it is not inevitable. Freedom is not necessarily happiness, but indifference. Freedom, only the wise can understand its true meaning. As ordinary people, the freedom we yearn for is completely unrealistic and impossible to achieve.
Question 5: What is free education? It has different meanings in different times. The concept was first put forward by the ancient Greek philosopher Aristotle. He believes that free education is the education that "free people" (that is, slave owners and nobles) who aim at free development and rationality should enjoy. Aristotle's liberal education has two prominent interrelated meanings. S (1) is based on the premise that the educated have leisure. O is a means to make full use of leisure based on the educated. R 2 aims to explore profound pure theoretical knowledge. Aristotle thinks that O's free education is suitable for "the value of free people", O can gain wisdom, P develops harmoniously in morality and body, R's free education is completely different from vocational training, O's former is noble, and O's latter is humble. He believes that the actual operation of various industries is a slave's business, which is not conducive to the development of intelligence. Aristotle also believes that although O is a free man in law, if you indulge in narrow utilitarian O, it will hinder the study of pure theory, and O is not free. Aristotle's distinction between free education and vocational training reflects that in ancient Greece, people of different classes and strata could only enjoy different education. Aristotle's liberal education is closely related to his philosophy and ethics. He believes that the immaterial form of O is the supreme master in the universe, the ultimate goal of natural existence and the source of perfection and beauty. Only the reason of a free man can understand its mystery. The noblest P, the freest or the most elegant in all undertakings is theoretical meditation and exploration, which is exactly the goal advocated by liberal arts education. Aristotle's thought of liberal education has a far-reaching influence on later generations. The connotation of liberal education changed in the Middle Ages. At that time, the Christian church used Aristotle's philosophy to explain theology O, reorganized the general cultural subject O of P Roman school in ancient Greece, and put forward the education of seven arts. The church believes that the seven arts of S are the basic subjects for further study of theology in order to achieve God. The Seven Arts in the Middle Ages are permeated with theological content, and its "freedom" no longer refers to fully developing human reason, but to getting rid of earthly desires and converting to the divinity of Christ. Until the Renaissance, o advocated the liberation of human nature because humanists demanded to break through the shackles of the church, o regarded the pursuit of individual freedom as an important task of education, o So when Italian humanist P.P. Verjerius discussed the ideal of "free education", o advocated the free development of individual body and mind. He regards humanities O, mainly Greek and Latin O, as the main content of free education. He believes that O "free education" is an education that conforms to the value of free people, R enables the educated to acquire virtue and wisdom, and R is an education that can arouse P to cultivate and develop those talents who make people noble physically and mentally. 18p19th century, o natural science has risen and gradually kept pace with humanities, and developed the concept of free education. 1868 o British biologist p educator Huxley oT. H interprets liberal education as a liberal education that accepts both arts and sciences in his book On Liberal Education. China usually translates liberal education in this era into holistic education or elegant education, which is different from professional education that studies various specialized knowledge. At present, educators in some European and American countries are debating whether colleges and universities should implement professional education or free education.
Question 6: What is the educational significance of the existential concept of freedom? People have the absolute right to choose freely, which is an important viewpoint of existentialism. This view is derived from the fact that existence precedes essence. Man's absolute freedom of choice does not necessarily lead to the proliferation of individualism, because existentialism emphasizes that man has absolute freedom and gives him the obligation to bear responsibility. Existentialism's view of free choice has important enlightenment significance to today's school moral education: establish a new view of freedom as the basis of school moral education; We should develop students' moral autonomy by letting them freely choose their values; School moral education should encourage students to freely choose moral values; Moral teaching should adopt as many methods as possible, so that students can freely draw moral conclusions.
Question 7: Teacher Yuan Hexiang's opinion "What is free education?" It has different meanings in different times. The concept was first put forward by the ancient Greek philosopher Aristotle. He believes that free education is the education that "free people" (that is, slave owners and nobles) who aim at free development and rationality should enjoy.
Interpretation of free education in reference books
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Aristotle's liberal education has two prominent interrelated meanings. S (1) is based on the premise that the educated have leisure. O is a means to make full use of leisure based on the educated. R 2 aims to explore profound pure theoretical knowledge. Aristotle thinks that O's free education is suitable for "the value of free people", O can gain wisdom, P develops harmoniously in morality and body, R's free education is completely different from vocational training, O's former is noble, and O's latter is humble. He believes that the actual operation of various industries is a slave's business, which is not conducive to the development of intelligence. Aristotle also believes that although O is a free man in law, if you indulge in narrow utilitarian O, it will hinder the study of pure theory, and O is not free. Aristotle's distinction between free education and vocational training reflects that in ancient Greece, people of different classes and strata could only enjoy different education. Aristotle's liberal education is closely related to his philosophy and ethics. He believes that the immaterial form of O is the supreme master in the universe, the ultimate goal of natural existence and the source of perfection and beauty. Only the reason of a free man can understand its mystery. The noblest P, the freest or the most elegant in all undertakings is theoretical meditation and exploration, which is exactly the goal advocated by liberal arts education. Aristotle's thought of liberal education has a far-reaching influence on later generations.
Question 8: What is the educational significance of the existential concept of "freedom"? In the tradition of western Christian culture, the idea that God is the creator of all things in the world is regarded as truth and unshakable; Therefore, as the sole master, God exists in people's minds. But existentialists strongly deny this view, and they don't agree with the existence of God in this ontological sense. They believe that since Nietzsche declared that "God is dead", God, as the creator of the world, has ceased to exist. "At most, it symbolizes a transcendental existence, but the individual can interact with it through personal experience, or he just symbolizes the intention of surpassing and surpassing himself." Then God does not exist, everything loses the power of decision, and people are faced with various possible situations. How do they make value judgments and regulate their behavior? In other words, without God, who will legislate for people? Who will bear the responsibility for God's absence? In the view of existentialists, with the death of God, determinism has lost its foundation of existence. Sartre and his existentialism resolutely rejected all determinism. They believe that the process of the world and the development of society can only be decided by people themselves, that is, people should be free and can make decisions for their own consciousness and actions, and no other determinism is allowed to limit people's freedom. According to Sartre, knowledge is born free, and "people are sentenced to free sentences". Therefore, people should bear the responsibility of God's absence, make choices for themselves freely and be responsible for their own choices.
According to Sartre's view that "existence precedes essence", people should have been born by themselves, and there is no creator or universal standard to define human nature. Man can freely choose the moral standard of existence and become the person he wants to be. Existentialism, starting from the philosophy of life and survival, holds that human beings need to be understood first, and only on the basis of understanding human beings can we find the correct educational means and play the due role of education. They think that what a person should be is his own choice and responsibility. Therefore, they stressed that education must be based on "human existence". Jaspers clearly pointed out: "The so-called education is nothing more than the communication between people's subjects (especially between the older generation and the younger generation), including the teaching of knowledge content, the understanding of life connotation, the regulation of will and behavior, and the teaching of cultural heritage to the younger generation through the cultural transmission function, so that they can freely generate and enlighten their free nature." Existentialists believe that "education is generation". Based on this view, education should first develop people's self-consciousness, including survival consciousness, self-education consciousness, self-creation consciousness and self-transcendence consciousness. Then cultivate people's ability to make their own choices freely and ethically, encourage students to decide their own choices freely, and guide students to become themselves freely. Reflecting on the current education problems in China, we can easily see that the rigid education system restricts students' individual free development to a great extent, and various policies pave the way for students' future development, that is, forcing students to become what the state, society and schools want them to be, rather than what they should be in their own hearts. This kind of education seriously hinders students' free development and does not conform to the existential ideas of "free choice" and "generation". What kind of person should education make students become? Is education for society or for students? At this point, we have to reflect deeply. In short, people are the purpose of education, and individuals are the main body of education. Education should pay attention to the value and significance of people themselves, to the generation and development of people, and to everyone becoming himself.