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孔子的“性相近”、“习相远”开拓沟通了“有教无类”的教育公正平等理念与“因材施教”的教育科学方法。孟子“性善论”,将道德修养定位为为教育伦理的重要内容。荀子虽持“性恶论”,却也乐观地强调主客观上的“积”与“教”最终能达到人性向善。人性论视角的先秦儒家理论,蕴涵着丰富且可资借鉴的教育伦理思想,有助于我们在社会转型的关键时期对教育进行多方省察,将以人为本的素质教育真正落实到实处。
Confucius’s “similarities”, “Xi Xiangyuan” open up and communicate the “education without category” concept of fair education equality and “individualized” educational science method. Mencius “Theory of Nature”, the moral education as an important part of educational ethics. Although Xunzi holds the theory of “nature and evil,” he optimistically emphasizes that the “plot” and “teaching” of subjective and objective can eventually achieve humanity and goodness. The pre-Qin Confucianism theory from the perspective of human nature contains rich and valuable educational ethics, which helps us to conduct multi-dimensional inspection of education in the crucial period of social transformation and truly implement people-oriented quality education.