瞿菊农教育哲学思想研究

发布时间：2018-04-14 20:58

本文选题：瞿菊农 + 教育哲学　；参考：《东北师范大学》2017年硕士论文

【摘要】：瞿菊农(1900-1976),原名世英,中国近现代著名的教育学家,西方教育哲学思想的引进者,也是中国乡村建设与平民教育运动的重要领导人之一。作为我国教育哲学发展初期的领军人物,他的《教育哲学ABC》(1929)与同时期其他学者的著作共同标志着我国教育哲学的成型阶段的到来。为探究瞿菊农教育哲学思想的来源以及核心观点,并对他的贡献做出合理评价,本文在梳理瞿菊农的生活史与主要译著的基础上,将全文分为六部分:第一部分引言。一是介绍本文的研究缘起。二是按照研究的重点进行文献梳理。三是明确研究问题:瞿菊农的教育哲学思想来源于何处,他的教育哲学思想原貌如何,如何界定瞿菊农对中国教育哲学发展的贡献。四是阐明研究意义,五是确立研究方法。第二部分瞿菊农学术引介与教育事功。这一部分主要介绍瞿菊农早期在燕京大学求学期间参与民主爱国运动、创办刊物,以及接待蜚声中外的外国思想家并留学哈佛,出版大量译著,中期从事乡村建设及农村教育的研究与实践,晚期回到北京师范大学担任教育系教授的生平经历与学术成就。第三部分瞿菊农教育哲学思想的渊源。这一部分结合瞿菊农早期接待罗素与杜里舒等人访华、翻译柏格森和倭伊铿的著作、参与科玄论战、在哈佛师从霍金及怀特海的经历,分析瞿菊农的教育哲学思想之话语形式,确定他所受生命哲学影响的思想路数。第四部分瞿菊农教育哲学核心思想解读。这一部分在剖析瞿菊农的《教育哲学ABC》、《西洋教育思想史》以及他的博士论文等作品的基础上,挖掘出他的四点早期核心思想:教育是实现完全生活的行历,教育的中心理想是自由,教育理想史蕴含连续的时间观,教育思想应满足中国现代教育的需要。而且通过分析瞿菊农的《乡村教育文录》、《中国古代教育史》等晚期作品,呈现后来他对封建教育思想和当代资产阶级教育思想的阶级批判这一思想断裂。第五部分评价。这一部分在前文的基础上,对瞿菊农在教育哲学领域究竟属于哪一派别做出分析,断言瞿菊农对教育哲学的思考可归类为生命哲学一派。并且提议重视瞿菊农的教育哲学思想对后世研究及实践的指导意义。
[Abstract]:Qu Junnong (1900-1976), formerly known as Shi Ying, is a famous educationist in modern China and an importer of western educational philosophy. He is also one of the important leaders of the rural construction and civilian education movement in China.As a leading figure in the early development of educational philosophy in China, his philosophy of Education ABC 1929, together with the works of other scholars in the same period, symbolized the arrival of the formative stage of educational philosophy in China.In order to explore the origin and core viewpoints of qu Junong's educational philosophy, and to make a reasonable evaluation of his contribution, this paper, on the basis of combing qu Junong's life history and his main translated works, divides the full text into six parts: the first part is the introduction.The first is to introduce the origin of this study.Second, according to the focus of research literature combing.Thirdly, it is clear to study the question: where does qu Junong's educational philosophy thought come from, what is the original appearance of his educational philosophy thought, how to define qu Junong's contribution to the development of Chinese educational philosophy.The fourth is to clarify the significance of research, and the fifth is to establish research methods.The second part is qu Junong's academic introduction and educational achievement.This section mainly introduces qu Junong's participation in the democratic patriotic movement during his early studies at Yanjing University, the establishment of publications, the reception of famous foreign thinkers at home and abroad and his study at Harvard, and the publication of a large number of translated works.In the middle period he was engaged in the research and practice of rural construction and rural education. In the late period he returned to Beijing normal University as a professor of education.The third part is the origin of qu Junnong's educational philosophy.This part combines qu Junong's early reception of Russell and du Lishu to China, translation of Bergson and Wo Yichang's works, participation in the debate on science and metaphysics, the experience of attending Hawking and Whitehead at Harvard, and the analysis of the discourse form of qu Jungnong's educational philosophy.Determine the number of ways in which he is influenced by the philosophy of life.The fourth part interprets qu Junnong's core thoughts of educational philosophy.In this part, based on the analysis of qu Junong's works such as philosophy of Education ABC, History of Western Educational thoughts, and his doctoral thesis, the author excavates his four early core thoughts: education is the history of achieving a complete life.The central ideal of education is freedom. The history of educational ideal contains a continuous view of time. Educational thought should meet the needs of modern education in China.Moreover, by analyzing qu Junong's late works, such as the Records of Rural Education and the History of Ancient Chinese Education, there is a break in his class criticism of feudal and contemporary bourgeoisie educational thoughts.Part V Evaluation.On the basis of the above, this part makes an analysis of which school qu Junong belongs to in the field of educational philosophy, and concludes that qu Junong's thinking on educational philosophy can be classified as a school of philosophy of life.It also proposes to attach importance to qu Junong's educational philosophy and its guiding significance to later generations' research and practice.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G40-02

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