潘光旦“人文科学必须东山再起”的论断对于当前青少年教育的启示

本文主要探究潘光旦人文教育思想。潘光旦指出,农业文明下传统教育极具人文性,从社会功能上看可谓齐家教育,其潜功能在于囿于家而抑制个人、社会与国家。清末内忧外患的民族危机激发的教育现代化过于科学主义倾向,它以服务于城市生活为目的,在教育宗旨上凸显个人,抛弃齐家而承载着启蒙个人与救国使命,社会后果上表现出离土化趋势,造成家庭教育、乡土教育一路弱化乃至缺失,以至青少年情感皈依淡化,家庭与社区归属感弱化,同时,源于基层的人才一再流向城市,加剧城乡失衡,故而教育宜重构务本之路,在物与人,个人、社区与国家等关系上寻求执两用中,本末兼顾,从而实现受教育者的品格,客观上实现社会秩序与发展。

Discussion on meaning of Panguangdan＇s thesis＂ the humanities must come back＂ to the current Youth Education

This paper explored Panguangdan＇s thought of Humanities Education. Under traditional agricultural civilization, the essential aim of humanistic education is to educate student to live a family life, while its potential function is that most people were confined to their homes, while individuals society and the Nation-State were depressed. More than about 200years ago, when China met with internal and external national crisis that stimulated the modernization of education. Modern education serve people for the city life, and it highlights the values of individuals and state, at the same time ,it did great harm to family in that modern education thought that family Hinder the individual and national prosperity. So it abandoned function of traditional education＇s goal of regulating the family, the result was that families and feeling of communities belonging were weakened, what＇s more, it also imbalanced relation between urban and rural areas. Under this educational situation, Panguangdan pointed out that we should strengthen humanities to counterbalance education scientism＇s hazards.