Paper Keywords: human nature; Freedom;

Abstract: The understanding of the essence of human nature is endless, but in terms of its essence, freedom runs through human nature from beginning to end. As a means of inheriting civilization and promoting development, education plays an inestimable role in developing human nature and cultivating a new generation of people with outstanding personality, vitality and innovation. Therefore, education should be inclusive, cultivate the educated to realize their own existence and needs, guide the educated to pursue free choice and independent learning, and form an open and humanized education.

Different scholars have different understandings of human nature. The good and evil of human nature, and the lack of good and evil of human nature have always been controversial topics. First, the theory of good nature. Mencius is the representative figure of China's theory of good nature. What does he think is good? Compassion? 、? Shame and evil heart? 、? Respect? And then what? Heart of right and wrong? Four-dimensional composition, from which benevolence, righteousness, courtesy and wisdom are derived. Second, the theory of evil nature. The representative of China's theory of evil nature is Xunzi, who believes that evil is composed of sound, color, taste, benefit and joy. Christianity's understanding of human nature in medieval Europe belongs to the theory of evil nature and needs repentance? Atonement? . Third, neutrality. What does China's son think of human nature? There is no difference between good and bad? Yes; In Europe, Rousseau, an enlightenment thinker, and others believe that human nature is the natural nature of human beings and is an eternal thing of human beings. There is no distinction between good and evil. Good and evil are the deformation of human natural nature under certain circumstances. Was it put forward by Socrates and Plato? A rational person? What do you think of this concept? Man is a rational animal? Rationality is a unique attribute that distinguishes human beings from other animals.

Is this good or evil, neutral or non-neutral? A rational person? Theory is a priori assumption of human nature. In fact, people are extremely complicated. Man is not only the representative of natural evolution, but also the inheritor and individual with personal will. Therefore, human nature has three attributes: biology, society and spirit. It is not comprehensive to use any single form of biology, society or spirit to represent human nature, and it will bring one-sided adverse effects to education based on it. Biological attribute, endowed by the biological evolution of animals and the parents of individual life, has the instinct of growth and survival and is the fundamental foundation of human existence; Social and spiritual attributes are acquired through the continuous accumulation, infection and introspection of people's life practice, and are the unique qualities that make people become people. Therefore, human nature is not innate, but is explored and created by people themselves, which is also the unique characteristic freedom of human nature, and education should be based on this to promote the free formation of human nature.

? Education? Here refers to education in a narrow sense, mainly refers to school education, which is organized and planned through schools. This kind of education is that educators systematically influence the younger generation according to a certain purpose, develop their physical strength and intelligence, cultivate their ideology and morality, and enable people to acquire certain knowledge and skills and develop certain ideology and morality. Through education, people can obtain physiological maintenance and development; Know and care about society; Get rational understanding and recognition. Therefore, education reflects the will of society, that is? Socializing? At the same time, it also reflects the vividness of life. Education should cultivate living people and individuals with distinct personalities, who will eventually play various roles on the social stage. Therefore, education should naturally embody individuality and emphasize autonomy.

Man is free, and man's freedom is man's existence. Sartre's famous proposition? Existence precedes essence? This is a fact. He said:? If existence really precedes essence, then it is impossible to explain human behavior with a stereotyped ready-made humanity. In other words, determinism is not allowed. Man is free, man is free. ? [1] Freedom is the essential attribute of human beings, and education should return freedom to the educated. In Sartre's view, the beginning of life is empty, but future generations want to be something, so they create themselves according to their own will. Man is not only the person he imagines, but also the person he wants to be after devoting himself to existence. Sartre said that what we want is freedom for the purpose of freedom, not freedom under various special circumstances. Man's freedom is realized by choice. Freedom does not mean achieving goals, but only freedom of choice. As long as you choose, no matter what kind of choice you make, it doesn't matter, it's all free, even if you don't choose, it's also a choice, even if you choose not to choose, it's also free. Did Sartre say that? People are destined to be free? What does this also mean? Freedom? Namely. Free choice? Is unconditional. He believes that people's life is to constantly choose plans, freely choose and create their own essence, and constantly cultivate themselves into the future. That is, you are free to choose who you become and what path you take in life. People are uncertain first, then choose life: whether to be a hero or a criminal, and so on. People can choose freely because they are superior to animals and have dignity in everything. People have a subjective world, and they can design and create by themselves.

Therefore, in order to give full play to people's free nature, education should be inclusive and contain more contents according to the different needs of different aspects of human nature, so that the educated's human nature can be developed as comprehensively and freely as possible and open learning can be formed. Therefore, education should first cultivate the educated to be aware of their own existence and needs. Only when people realize and respect their own existence and needs can they really make useful demands on themselves. Education is not only imparting knowledge and skills, but also based on people's fundamental interests, laying the foundation for their ultimate lifelong development and exploring the motivation of everyone's internal development. The knowledge that education imposes on others is at most the general knowledge of human beings, which serves the individual's personalized knowledge and is explored and learned by each individual according to his own conditions, environment and interests. The education of human nature should first arouse people's consciousness, so that people can accurately understand and grasp the relationship between themselves and nature, society and others through self-reflection, and on this basis, confirm their lofty pursuit and life ideal, understand and pursue the spiritual meaning of life, and constantly optimize their living conditions.

Secondly, education should guide the educated to pursue freedom. Human nature is open, pointing to the ultimate of human beings and running through the development of human society. In a sense, it transcends social system, race and ideology. The ultimate direction of the emergence and development of human nature makes people independent of things, and constantly asking how human nature should be is the possibility of human development. This kind of questioning is also the internal driving force of human continuous development and progress. This kind of questioning embodies the spirit of human freedom. Freedom must be embodied in human transcendence and creative practice. The awakening of human nature makes people realize the relativity and limitation of people's dependence on external conditions and the incompleteness and incompleteness of their own development. So there will be a tendency to surpass the outside world and surpass yourself. Human beings will continue to make progress and enrich human nature. [2]

In the actual education process, the educated are often deprived of the right to choose. For a long time, whether it is our family education or school education, students are trained according to predetermined procedures and goals, and more students are in? Processing and transformation? what's up Standard parts? . Autonomy, initiative and creativity are constantly deprived, and the right of free choice is gradually lost. Students have no ability to choose and decide independently. The loss of choice often leads students to find their own development direction. Therefore, education should let students learn to use freedom, that is, the right to freely choose their own learning methods and methods, and the right to develop their potential and create their own future. Give students the right to choose, cultivate their sense of choice and let them make their own choices. In the process of choice, students can form the habit of thinking and gradually form a good sense of choice, which is conducive to cultivating students' sense of responsibility, helping students understand their own advantages and characteristics, and find their own advantages and learning methods [3]. Freedom is achieved through choice, and education should respect students' choices. Teachers should teach students to learn to choose, choose correct values, stand and their own development path. Through education, talented people can choose what kind of person they want to be and grasp the foundation of their lives. [4] 。

Students are independent individuals and have the right to choose freely, so education should awaken students' sense of choice. First of all, the choice is based on a correct understanding. We should cultivate the ability to distinguish between good and evil, right and wrong, good and bad, and know what is good for us and what is harmful; What behavior is allowed by society, can create value for society, and what behavior will cause harm to society. Secondly, students shape their own image, do not imitate teachers, and teachers should not teach as an authority. Because the teacher is only one of the factors that students choose widely, students can decide whether to learn or not, and learn more and less about the teacher's creation and educational content; At the same time, students are not passive recipients of ready-made knowledge, but should actively identify and identify the significance of certain knowledge and moral rules to personal life from a personal perspective; Free choice is a subjective behavior and an important embodiment of students' subjective status and consciousness. Only in independent choice can students' subjective initiative be truly reflected. Only by returning the freedom of classroom learning to students can students have the initiative to learn and the opportunity to develop, and their innovative spirit and practical ability can be cultivated. Only when students have the consciousness of independent choice can they not blindly follow in real life and complex society and make reasonable choices through their own judgment.

The selection results are diverse and should be cultivated? Responsible for your own free choice? Realize. People should be responsible for their free choice. Sartre pointed out that once a person makes a free choice, he is not only shaping himself, but also shaping others, so he has to bear dual responsibilities for himself and others at the same time. He said:? Mankind bears all the burdens in the world. As a way of existence, he is responsible for the world and himself. ? [5] In this sense, there is no pain or worry in the choice itself, but there will be consequences, and responsible consideration of such consequences will make people anxious. Therefore, students' choice is free, and it is inevitable to assume the responsibility of choice. Students are not only responsible for the consequences of their actions, but also for what kind of person they become. At the same time, students should not only choose carefully, but also dare to take responsibility. Because life is his own, no one can live for him, and he can't shirk the responsibility caused by his choice. Choice is not an arbitrary behavior. Once you make a choice, it means that you have chosen a responsibility at the same time, and you must make some efforts. If you choose rashly or improperly, you will pay a certain price. However, the choice is limited and there is a range. Although people have to choose in the world, the limitation of choice determines that the choice can only be made within a certain range and according to certain rules. Students' choices can only be made in the realistic conditions and possibilities of education.

To sum up, freedom, choice and responsibility are the manifestations of human autonomy, and making conscious and independent choices embodies the essence of human freedom. ? Let students learn to choose, in fact, is to learn to use freedom. Freedom to learn and use should be a basic purpose of education? [6]。 It is the direction of our current educational efforts to innovate educational ideas and build a view of students that is suitable for students to freely display their individuality and aims at promoting their development. Respecting their nature, caring for their needs and promoting their development are the ultimate goals of our education. Therefore, our teaching methods, teaching, teaching process and teaching content should be centered on the development of students' nature, student-oriented and human-oriented, so as to form an open and humanized education.

References:

[1] Qu Baokui. A collection of pedagogy? Pedagogy (1) [M]. Beijing: People's Education Press, 1998.

[2] Sartre Existence and nothingness [M]. Translated by Chen Xuanliang. Beijing: Sanlian Bookstore, 1987:566-708.

[3] Wang. Pay attention to choice and learn to choose? Enlightenment from the post-modernism view of choice [J]. China Journal of Education, 2002(4).

[4] Jaspers. What is education [M]. Translated by Zou Jin. Beijing: Sanlian Bookstore, 199 1.4.

[5] jean paul? Sartre. Existentialism is a kind of humanitarianism [J]. Trans. Zhou Xu Liang. Foreign literature and art1980:131-132.

[6] Xia. Basic reflection [M]. Shanghai: Shanghai Education Press, 200 1.44.

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