摘要
考查"教"的字形字源发现,甲骨文"教"字右侧字形的意义在古文字学界尚无定论,存在辨为"父"字的可能;较之"攴"字,"子、文、心、言、音、玄"等字作为篆体字"教"字的右侧偏旁所带来的文化启示,与先秦儒道经典之中的"教育"意义关联性更强。从教育史视角考查,"教"的内容和制度经历了从"爻"之教到"孝"之教的变化。先秦时期"爻"之教的内容包括了万物的变化规律和信息交流,而两汉之后的"孝"之教则反映了教育内容的伦理化、狭隘化和教育制度的政治化。考查和还原"教"之本义,启示了中国教育学需要突破旧教育史观的束缚,引入活泼生动的文化学视角,重视文字和经典的独特作用,从而不断深入探究完整的文化基因,使之成为支撑当代中国文化和教育走向复兴的源头活水。
This paper examined the origin of the word Teaching in terms of character format and source. No conclusion has been made regarding the right part of the word Teaching （教）, which may be identified as Father （父）. Compared with Pu （攴）, the implications of other characters such as Zi （子） Wen （文）, Xin （心）, Yan （言）, Yin（音）and Xuan （玄） as the right part of Teaching in Zhuan style were more closely related to the meaning of ＂education＂ in Pre-Qin Confucianism classics. From the perspective of the history of education, the content and system of Teaching had changed from the teaching of Yao （爻） to the teaching of Xiao （孝）. The teaching of Yao in Pre-Qin period included the laws of changes and infor- mation communication of all things, while the teaching of Xiao after the Han Dynasty reflects the ethical- ized and narrowed educational content, and politicalized education system. The investigation and restora- tion of the original meaning of Teaching implies that Chinese education should break the shackles of the old views in history of education, introduce vivid and lively cultural perspective and pay attention to the unique role of words and classics, so as to continuously explore the complete cultural gene and make it become the live source of contemporary Chinese culture and education.
出处
《教育学报》
CSSCI
北大核心
2017年第4期112-120,共9页
Journal of Educational Studies
基金
2015年度北京市优秀人才青年骨干个人培养资助项目"国学经典教育的基本理论研究"(项目编号:203165401403)
首都师范大学青年科研创新团队资助项目的阶段性成果
关键词
传统教育
教育史
文化基因
文化自觉
traditional education
educational history
cultural gene
cultural awareness
