康德教育思想及其對兒童教育的啟示

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Title:	康德教育思想及其對兒童教育的啟示
Authors:	王珮玲
Contributors:	台北市立教育大學幼兒教育學系
Keywords:	兒童教育思想康德教育
Date:	1991
Issue Date:	2009-07-13 10:33:25 (UTC+8)
Abstract:	中文摘要　　　　　康德不僅是位偉大的哲學家，其教育思想對於後代教育的啟示更不容我們忽視;尤其康氏以其渾厚的哲學素養和終身奉獻教育工作的精神，所蘊育出的「教育論」，(Education，1803)更值得重視。康氏將教育視為人生價值陶冶的歷程，在此歷程中，一切的施為都致力於真、善、美理想的追求，並以大同世界為教育目的。在智育上，他要求培養兒童獨立判斷和勇於追求真理的態度;在德育上，希望陶冶兒童能服從道德法則及存養善意的人;在美育上，也主張兒童養成和諧、創造的品格;在體育上，主張鍛鍊兒童身心，以求健全的發展。由此觀之，康氏的教育論確有不少精闢之處，尤其在兒童教育的觀點，確有許多新穎的見解，實不能忽略康德對兒童教育的貢獻。英文摘要　　　　　Kant (1724) is a great philosopher who, dedicated his life to philosophy.His educational thought derived from his philosophy has a mighty implicationfor later age. The work of Kant's Education (Kant, 1803) combined his vigorous philosophyand educational spirit in his life, and it has great infuence for the educationafter his time. Kant stresses the importance of letting develop freely. Kant thinks thateducation is a process which enrich the value of life. During this process, allthe effort is for the true,the good and the beantiful. In terms of: (1)intellectual development, Rant expects that children would learn tothink independently and to seek truth courageously. (2)moral development, Kant expects that children would follow the ethicalrules and cultivate the virtue of Kindness. (3)aesthetic development, Kant expects children to have a peaceful and creative characteristics (4)physical development, Kant advocates the training of body and mind forthe purpose of sound development. In summary, the educational theory of Kant indeed has it's own consummatepoint of views, especially in the field ofthe eduction of children
Relation:	臺北市立師範學院學報, 22, p.121-137
Appears in Collections:	[Department of Early Childhood Education] Periodical Articles

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