作为批判教育家的孔子——孔子教育思想探析

IF 0.4 4区教育学 Q4 EDUCATION & EDUCATIONAL RESEARCH

Frontiers of Education in China Pub Date : 2017-06-16 DOI:10.1007/BF03396959

Juanjuan Zhao

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引用次数: 0

摘要

本文是一项跨文化的教育哲学比较研究。采用比较和哲学的方法来解读《论语》的文本，并找到与批判教育家思想的联系。本文将孔子的教育思想与保罗·弗莱雷、约翰·杜威等批判教育学理论家的教育思想进行比较，发现孔子的教育理念与批判教育学之间有四条共同点:相互学习、理论与实践相结合、反思在教与学中的重要性、教育的民主目的。通过介绍这些相互交织的主题，本文有助于对全球教育理解的跨文化对话。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Confucius as a Critical Educator: Towards Educational Thoughts of Confucius

This paper is a cross-cultural comparative study in education philosophy. A comparative and philosophical approach is used to interpret texts from the Analects of Confucius and to find connections with ideas of critical educators. In comparing Confucius’ educational thought with that of Paulo Freire, John Dewey and other theorists in critical pedagogy, this paper finds four common threads between Confucian concepts of education and critical pedagogy: mutual learning, integration of theory and practice, importance of reflection in teaching and learning, and democratic purpose of education. By presenting these interwoven themes, this paper contributes to a cross-cultural dialogue on global understanding in education.

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来源期刊

Frontiers of Education in China EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.30

自引率

0.00%

发文量

479

期刊介绍： Frontiers of Education in China is dedicated to illuminating the results of the newest educational research in China and providing an academic platform for international exchanges. We have carefully selected papers that have previously been published in Chinese universities and scholarly journals as well as academic essays that will be published for the first time. After an exhaustive peer review process, we hope to present these articles to a global audience. Through these papers, international scholars can have the opportunity to understand the current conditions of education in China as well as the research of Chinese academics. Our journal touches upon numerous branches of educational research and theory, as well as educational reform and practical pedagogy.