威廉 冯 洪堡特/Wilhelm Von Humboldt 1
2008-11-22 20:08阅读：
Wilhelm Von
Humboldt (1767 - 1835)
1---永恒的理智
虽然只是整理了一下老师的课件和相关资料的查阅，对于洪堡特的有关理论做了梳理，但从中也加深了对于他的印象和理解。
威廉 冯
洪堡特 / Wilhelm
Von Humboldt (1767 - 1835)
1. German scholar,
philosopher, diplomat and educator
2. One of the most
influential and groundbreaking linguists and philosophers of
eighteenth-century Germany
3. Founder of a
university in Berlin and an important adv
ocate of educational reform in Germany
Original
thoughts—希腊的自由教育学说，康德的意志自由说和卢梭的天赋人权学说
1.
Humboldt’s interest in
education was led by his studies of classical
antiquity.
2.
His pedagogic philosophy
concerns more about self-esteem, liberal and rights. It is based
upon Kant’ s libertarian theory.
Nature of
education—人和世界关系，内在变化和不断发展
1.
Education is the relation
between man and world.
2.
Education is interchange
and development, not scholarship in the sense of organized
knowledge: the ‘interaction’ between susceptibility and self-acting
of man.
3.
Education is the flexible sum
of all intellectual and especially aesthetic
experiences that a man or a woman can
have.
The purpose of
education--
Form a well-rounded
man/完人教育
1.
Transform the ‘individuals of real life’ into general
ideas that will guide the life of individuals without forcing
them to go in a specific direction: Individuality is
development.
a)
the evolution of mankind within the succession of
generations
b)
the way for human individuals to reach the general ideas of
mankind
2.
The cultivation of the
inner world is
what should be the result of education that is nothing less than a
lifelong process of observation, learning and
thinking.
3.
Education should strive for the
“beautiful individuality” that is able to build its inner
form through all experience and not just through scholarship.
4. Inner education is to be gained through
cultivation and not by instruction.
5.
Morality15is to
develop as the result of an education that it is guided by ideas
and not, or not exclusively, by schools.
6.
Character
1.
Character is considered as a
unique form of individuality that cannot be the object of education
but is education’s subject. Character refers to the
singularity of the individual that will learn by himself
only what is homogeneous to his inner form.
2.
Reasoning means observing and concluding
in one single ‘character’ that cannot be divided into one
part that is ‘practical’ and another part that is ‘theoretical’
(ibid., p. 348).
3.
What really influence the continuous
building of one’s character are ‘true art’ and ‘true philosophy’.
And there is no limit to the improvement of
man.
7. Wholeness of
education 完人教育
完人教育，突出的是个人的发展 ,而不是国家的发展，通过普通教育 ,使人自身得到强化和协调
,获得升华
,从而成为真正的人、
自由的人。
¡
Rousseau‘s Theory of Natural
Rights has a great
impact on his Wholeness of Education, which means everybody is born
to be equal and liberal.
¡
Bildung, is that experience of finding out
what are the “imprints of humanity and humanism in the experience
of life, while excluding everything that is
mechanical.
¡
Bildung was not a
utilitarian（功利主义的）enterprise to prepare students for particular ways of
earning a living; rather, it was a lifelong process, distinct from
vocational or professional training, and was to inform teaching at
all three levels：elementary, secondary, and university.
¡
Through Bildung, each person might
seek to realize the human potentialities that he possessed as a
unique individual.
