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约翰·洛克教育哲学中所说的“无知”是相对于“理性”而言的,在《理解能力指导散论》中,洛克曾明确指出:无知并不是儿童“特有的”阶段,所有“缺乏理性”的状态都是一种“无知的状态”。如果说《教育漫话》的主旨是教导父母如何将生而“无知”的子女培养成具有理性的绅士,那么,《理解能力指导散论》的主旨就是对那些处于“无知”状态的成人进行理性的教育引导。在洛克看来,“成人的无知”有两种类型:第一种是由于抛弃理性而导致的无知,第二种是由于缺乏理性指导而陷入的无知,前一种无知是洛克针对当时所谓的政治和宗教精英而论的;后一种是针对普通的大众而论的。鉴于由于成人无知所造成的社会危害性,洛克强调,引导成人从无知走向理性不仅有教育意义而且更具有政治和宗教意义。
In John Locke’s educational philosophy, “ignorance” is relative to “rationality.” In Locke’s Interpretation of Competency Guide, Locke made it clear that ignorance is not unique to children. Stage, all “lack of reason ” state is a “state of ignorance ”. If the theme of “educational talk” is to teach parents how to cultivate children born of “ignorance ” into a gentleman with a sense of reason, the gist of the “theory of comprehension ability guidance” is that those who are “ignorant” Of adults for rational education and guidance. For Locke, there are two types of “ignorance of adults”: the first is ignorance caused by abandoning rationality, the second is ignorance caught in lack of rational guidance, and the former ignorance is that Locke targeted at that time So-called political and religious elites; the latter is for the general public. In the light of the social harms caused by adult ignorance, Locke emphasized that it is not only educational but also political and religious to guide adults to move from ignorance to reason.