基础教育
基礎教育
기출교육
Journal of Schooling Studies
2015年
5期
22-27
,共6页
道德教育%道德心理%真实自体%虚假自体
道德教育%道德心理%真實自體%虛假自體
도덕교육%도덕심리%진실자체%허가자체
moral education%moral psychology%true self%false self
“孔融让梨”的故事已成为家庭、学校乃至社会宣扬谦让美德的范例。然而，该故事本身存在一定的虚伪性，如今也受到诸多质疑与批评。本文基于温尼科特的真实自体和虚假自体的人格观对“孔融让梨”展开新的诠释，指出“孔融让梨”的教育典范存在一定的道德虚假性，“让”梨与否应遵循儿童的真实自体。这对于儿童认识真实自体、解放真实自体，展开有效的道德教育，以及如何做一位“够好的母亲”和教师都具有重要的指导意义。
“孔融讓梨”的故事已成為傢庭、學校迺至社會宣颺謙讓美德的範例。然而，該故事本身存在一定的虛偽性，如今也受到諸多質疑與批評。本文基于溫尼科特的真實自體和虛假自體的人格觀對“孔融讓梨”展開新的詮釋，指齣“孔融讓梨”的教育典範存在一定的道德虛假性，“讓”梨與否應遵循兒童的真實自體。這對于兒童認識真實自體、解放真實自體，展開有效的道德教育，以及如何做一位“夠好的母親”和教師都具有重要的指導意義。
“공융양리”적고사이성위가정、학교내지사회선양겸양미덕적범례。연이，해고사본신존재일정적허위성，여금야수도제다질의여비평。본문기우온니과특적진실자체화허가자체적인격관대“공융양리”전개신적전석，지출“공융양리”적교육전범존재일정적도덕허가성，“양”리여부응준순인동적진실자체。저대우인동인식진실자체、해방진실자체，전개유효적도덕교육，이급여하주일위“구호적모친”화교사도구유중요적지도의의。
The story of " Kongrong" has served a great example of humility, and this virtue was advocated by parents, schools and the society. However, the story itself is ifctitious, and it has been receiving challenges and criticisms. In this paper, we put forward a new interpretation of the story from the perspective of Winnicott's concepts of the true self and the false self. We proposed that there is a certain moral falsity in this educational paradigm, whether the children share the bigger pear or not should follow their true selves. This interpretation may provide important message for our children to know and liberate their true selves, and will be of guiding significance to the moral education and how to be a "good enough mother" and qualiifed teacher.
