摘要
作为明代的朱子学者,罗钦顺明确提出唯物论的理气观,对朱熹思想进行修正。针对学界空谈心性,士风日靡的现象,他揭露了阳明心学的禅化,开创明清之际的实学思潮。他从教育内容、教育目的、教育方法三方面提出见解。他强调除了学习经书辞章外,教育的最终目的是修德、成仁、为政、治国;教育方法要顺应自然、求真务实、循序渐进;他重视学校的兴修和历史遗迹对学者人格的塑造和气质的熏染。其实学教育思想,灵活、包容、客观,对当代的教育发展具有极高的借鉴价值。
As a scholar of Zhu Xi in the Ming Dynasty, Luo Qinshun clearly proposed the materialist view of Li Qi and revised Zhu Xi’s thoughts. In response to the phenomenon of empty talk about mind nature in academic circles and the popularity of scholars, he exposed the Zen transformation of Yang- ming’s theory of mind and created the trend of practical learning in the Ming and Qing Dynasties. He put forward his opinions from three aspects: educational content, educational purpose and educa-tional methods. He emphasized that in addition to studying classics and texts, the ultimate goal of education is to cultivate virtue, become benevolent, serve politics, and govern the country;educational methods must conform to nature, seek truth and be pragmatic, and be step-by-step;he at-taches great importance to the construction of schools and historical relics on the shaping of schol-ars’ personality and temperament of infection. His practical education thoughts are flexible, inclusive and objective, and have extremely high reference value for the development of contemporary education.
出处
《教育进展》
2024年第1期415-421,共7页
Advances in Education
