British freedom education thought

下面为大家整理一篇优秀的essay代写范文- British freedom education thought，供大家参考学习，这篇论文讨论了英国的自由教育思想。自由教育其思想可以追溯到西方文化的源头古希腊时期。当时亚里士多德比较完整地表述了自由教育的早期思想，他认为自由人的教育应当以充分发展人的理性为根本目的。为了发展理性，自由人必须学习不具有任何功利目的的学科。在资产阶级革命后，英国为了培养适应资本主义发展的新人，教育思想家们提出了适应新的时代要求的自由教育主张。自由教育思想之所以能一如既往地受到英国教育理论的青睐，可以从英国的文化传统中探寻根源。

Freedom education, also known as gentle education, boya education, can be traced back to the origin of western culture in ancient Greece. Aristotle, more fully expressed the early thoughts of free education, Aristotle argues that senior part of the reason is the soul of the people, the most essential feature of the person is a person is rational, only rational use and development, to achieve the freedom of body and mind development, therefore, education should be free to fully develop people's rationality as the fundamental purpose. In order to develop rationality, free men must study subjects without any utilitarian purpose.

The development of Aristotle's free education thought marks the formation of an important western tradition of education. With the change of social conditions, its meaning is also endowed with different contents.

The middle ages, Thomas Aquinas was built with the Aristotle's philosophy with theology as the ultimate destination of liberal education thought, the classical liberal education is theologize, and in the form of seven liberal arts discipline is fixed. After the transformation of theology, the "freedom" of education does not refer to the full development of human reason, but refers to the freedom from earthly desire to convert to the divinity of Christ, so that reason is subjugated to faith.

During the Renaissance, humanists demanded to break the shackles of the church, advocated the liberation of human nature, regarded the pursuit of individual freedom as the priority of education, and the tradition of freedom education was revived. However, in this process, humanists mainly adopted the method of studying literature in past times. Therefore, freedom education at this time was endowed with the meaning of "humanity education", and freedom education became classical literature education.

In the 17th century, after the British bourgeois revolution, education thinkers put forward the freedom education proposal to meet the requirements of the new era in order to cultivate new people to adapt to the development of capitalism.

John Locke's "gentleman education" theory has become the quintessence of British education, which has influenced the theory and practice of British education up to now. According to Locke, the aim of the education is to cultivate gentlemen who must be "virtuous, useful and competent". Locke pointed out that it is more important to improve the ability of free thinking in the teaching process than to acquire specific knowledge. Locke explicitly raised the matter of education, "not so much to perfect young men in any subject of scientific knowledge, but to open and settle their hearts, and to be able to learn it well when it is necessary to concentrate on some kind of science." According to the demands of bourgeois utilitarianism, Locke advocated the study of extensive, useful, and personal happiness knowledge. Locke proposed a wide range of subjects, including reading, writing, painting, language, grammar, arithmetic, geometry, geography, astronomy, philosophy, ethics, chronology, history, law and so on, in addition to woodworking, agronomy, gardening, painting, sculpture and other skills. You can see that Locke's education idea already has the element of education. Locke's emphasis on intellectual development and the thought of "generalist education" were inherited by later free education thinkers, and became an important part of the liberal education thought system.

Since the 18th century, science and technology has been developing vigorously, and professional education and engineering education are rising. Although Britain was the first country to carry out the industrial revolution, in the education of Britain at that time, the classical discipline was always the mainstream of school curriculum, while the curriculum of natural science, engineering technology and other fields had no place at all. In this social situation, free thinkers give new content to "freedom education".

John Newman is an active advocate for liberty education. He opposed the narrow university of the major education, the university education should be set for free education. Newman's free education aims at mental training, character cultivation and rational development. The specific embodiment of free education is a gentleman who is integrated with wisdom, bravery, tolerance and cultivation. Especially important, Newman delved into the relationship between free education and professional education. He believed that free education is not inconsistent with the training objective of professional education, because those trained by free education are capable of immediately engaging in relevant scientific and professional work. Newman demonstrates the "usefulness" of free education. "free education has real and full applicability, although it is not a professional education. In fact, 'good' is one thing, 'practical' is another." "Practical is not always good, but good must be practical." Newman believes that the purpose of free education is the cultivation of reason, which itself is a good thing and is its own purpose, so it is also a practical education. Newman overcame the binary opposition between the free education and the professional education, and left great enlightenment significance to later generations.

Thomas Henry Huxley gives freedom Education the meaning of General Education. According to Huxley, only such a kind of person could be regarded as "free education". "he was trained from childhood so that his body could obey his will submissively and do what it could with great pleasure and free will like a machine. His reason was a clear, solid, well-built engine, with the same forces in all its parts, and the same procedures in place. Like a steam engine, it is ready to take on any task, both spinning and mental anchors; His mind was full of important, basic facts about nature and its laws of action; He was not an ascetic, his whole being was alive, but his emotions had been trained to obey the powerful will and to be used by conscience; He has learned to love all that is beautiful, both natural and artistic, and to hate all that is evil As a man, he is perfectly in tune with nature, and he will make full use of nature, and nature will make full use of him.

It can be clearly seen that the "free education" elaborated by Huxley not only includes the training of reason, but also includes the training of physical, moral, aesthetic and other aspects. What this education cultivates should be the people who have knowledge, youth and all-round development. Obviously, the freedom Education illustrated by Huxley is a kind of General Education. After the redefinition of Huxley, "freedom education" shows an unprecedented breadth and richness in content, which reflects the increasingly huge impact of the progress of science and technology in the 19th century on various aspects of human life, which is a progress in the history of education.

The main representatives of British modern liberal education thought are the education philosophers r. s. Peters and p. h. Hirst.

According to Peters, people who have received education should have the following characteristics: not only have some specialized skills. A good fitter or mechanic is not necessarily "education." People called education have to master a great deal of knowledge or conceptual schema. Knowledge is not "inert". This kind of knowledge should enable the educated to form a kind of reasoning ability, and can change his way of thinking and action ability. Do not regard professional knowledge and work as a means of livelihood. It's not hard to see that Peters's analysis of people who have received education bears a great imprint of classical humanism and liberal education.

Hearst is also an active advocate for liberty education. In his 1965 book "the nature of liberal education and knowledge", hirst divided human knowledge into seven forms: formal logic and mathematics, natural science, understanding of the mind of oneself and others, moral judgment and consciousness, aesthetic experience, religious claims and philosophical understanding. Hearst believes that this form of knowledge can promote the development of reason, and the scope, structure and content of education should be determined by the form of knowledge. Mr Hirst's list of seven forms of knowledge largely reflects the curriculum of classical humanism.

The cultural traditions blend well with education. The cultural tradition has a profound impact on education. A nation's education thought, education system, education content and education method all bear traces of its cultural tradition, while education is an important means of transmission, selection and creation of culture. The reason why the liberal education thought has always been favored by the British education theory can explore the root from the British cultural tradition.

An important feature of the evolution of British history is the continuity of its cultural traditions. The continuity of British historical tradition leads to British people's attachment to traditional national character and conservative cultural atmosphere. Philosophy is the crystallization of national culture, and British philosophical thoughts from empirical philosophy to analytical philosophy is also in the same line. The liberal education tradition associated with western culture is naturally ingrained in people's minds.

Western liberalism had been deeply rooted in the politics of ancient Greek city-states, and the British liberal tradition was strengthened in the feudal struggle. In Britain, the king and the aristocracy were equal in power, and no one could completely subdue the other. Therefore, the struggle continued under the state of relative balance, and finally formed the historical tradition. The magna carta of liberty became the official manifesto of Britain's tradition of freedom. The enlightenment of English philosophers also strengthened the British concept of freedom. Rock on the basis of its talent freedom theory, put forward the theory of social contract, he thinks, in a civilized society, to maintain basic human rights such as freedom, equality, and property rights, individuals must surrender part of rights, and formed a contract with the government, the government's responsibility is to ensure that people's life, property, freedom and rights from infringement, the rule of law. Mill put forward the laissez-faire claim that individuals can achieve the best results for the society in pursuit of their desired goals. The duty of the state is to maintain order and security, and the government should try not to interfere in individual and social affairs to give play to individual initiative.

Due to the liberal political tradition, the British government has been slow to intervene in education, forming a laissez-faire education management system tradition, and the liberal education thought with the purpose of cultivating the "free heart" of free people is naturally recommended by all generations of British education thinkers.

The glorious revolution in England ended with the compromise between the new aristocracy of the bourgeoisie and the feudal aristocracy. For hundreds of years, although Britain has fought for the reform of the old system, no one has seriously tried to touch the aristocracy. Therefore, in the history of Britain, the aristocratic spirit has never been denied by the society, but followed by other classes as an example. Gentlemanliness is the externalization of noble spirit, cultivating gentlemen is the ideal pursuit of British education, and the main theoretical source of gentleman education is the freedom of advocating classical humanistic knowledge.

Influenced by the thought of freedom education, English teaching theory has the following characteristics.

The free education thinker believes that the ultimate goal of education is to promote the development of human wisdom. Peters said: "the essence of man is that he is a rational being, and the highest form of his existence is the pursuit of reason. Education is about encouraging and promoting people to be fully developed by maximizing their use of reason." Hirst also believes that only those with wisdom can be said to be truly education people. Therefore, in dealing with the relationship between knowledge and ability, British teaching objectives attach more importance to the development of ability.

Liberal educators advocate the idea of "generalist education" against narrow vocational training. "Today, at least at the school level, free education more or less refers to generalist education as distinct from professional training," Peters said. Influenced by the liberal education "generalist education" idea, British schools offer a wide range of courses for students. Such as the 1988 education reform act 5-16 years compulsory education stage to open English, math, science, history, geography, technology, music, art, sports, and modern foreign language 10 national courses, but also to learn other subjects and areas, such as housekeeping, classical subjects, personality and social education, vocational education and guidance, the economy and technology, etc.

One of the core contents of the liberal education thought is to advocate the intrinsic nature of education's purpose, that is, to seek knowledge for the sake of seeking knowledge, to pursue the value of knowledge itself, and to oppose education's utilitarian external purpose. Peters said: "the free development of the mind is the opposite of the pursuit of knowledge for utilitarian and professional purposes. The pursuit of knowledge is the purpose of education, and the reason for learning lies in learning itself, not in order to get something from it. Hirst also pointed out: "the pursuit of knowledge itself is the unique virtue of human beings, and freedom education has value for the development of the soul, which is not related to utilitarian or occupational considerations." Influenced by this idea, British teaching contents have a clear tendency to lay stress on humanistic knowledge, practical knowledge, theory and practice.

According to Peters's argument, free education advocates the choice and autonomy of individuals on the basis of rationality, opposes the substitution of rational thinking with authority, opposes the indiscriminate acceptance or ingratiation of others' opinions and attitudes, opposes the individual being designed, manipulated and instilled by others, and advocates the authenticity and self-orientation of individuals. In the process of teaching, British teachers often adopt the principle and method of enlightening and inducing, encouraging students to think independently, question boldly, and do not believe in authority and blindly follow books.

Teachers and students under the concept of free education cooperate equally in education activities. British teachers pay attention to the use of free, democratic and equal methods in the teaching process, and the education process becomes the process of real teachers and students' joint participation and close cooperation.

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