摘要
对于儒家思想,我们既可将其作为一种学术资源,也可将其作为一种认知资源。作为学术资源的儒家思想是一种学术研究的客观文本,而作为认知资源的儒家思想则是通过认知主体与作为认知客体的文本之间的互动,以使其参与到人们日常的认知活动中而成为活的传统。将其作为认知资源,我们会发现,由孔子发韧,并为后世儒家赓续、发展的为己之学,对于深化认识如今强调的立德树人的为师之道和提高师德水平,具有重要意义;重拾儒家为己之学的立德成己、学为圣人的道德理想,人生关怀,成己修身、至圣的工夫等方面的思想主张,并将其意涵楔入现今教育话语中的立德树人的为师之道,具有启悟新思的价值。
Confucianism can be regard as both an academic resource and a cognitive resource.Confucianism as an academic resource is an objective text of academic research,while Confucianism as a cognitive resource is a living tradition through the interaction between cognitive subjects and texts as cognitive objects to make it participate in people’s daily cognitive activities.As a cognitive resource,Confucian learning for oneself,theorized by Confucius and developed by later generations,is of great significance to deepening the understanding of the current emphasis on the ethics of people and improving the morality of teachers.Relearning the Confucian learning for oneself,the moral ideal of learning to be a saint,the concern of life,the self-cultivation,working hard to be a sage and combing them with the strengthening moral education and cultivating people in the present educational will be of great value to us in provoking new thinking.
作者
吴全华
WU Quan-hua(School of Educational Science ,South China Normal University,Guangzhou Guangdong 510631,China)
出处
《教师发展研究》
2019年第2期65-75,共11页
Teacher Development Research
基金
广东省哲学社会科学“十三五”规划2016年度一般项目“教育目的与教育手段关系的变革——以经验主义人性论为视角”(GD16CJY03)
关键词
孔子
儒家思想
为己之学
为师之道
立德树人
Confucius
Confucianism
learning for oneself
the principles of being a teacher
strengthening moral education and cultivating people
