华东师范大学学报(哲学社会科学版) ›› 2003, Vol. 35 ›› Issue (5): 49-57.doi: 10.16382/j.cnki.1000-5579.2003.05.009

• 哲学 法政 • 上一篇    下一篇

大学与人文教育

刘晓虹   

  • 收稿日期:2003-06-20 出版日期:2003-09-01 发布日期:2025-12-19
  • 作者简介:刘晓虹(1962-), 男, 甘肃镇原人, 华东师范大学学报编辑部副编审、哲学博士

Humanity Education and University

Xiao-hong LIU   

  • Received:2003-06-20 Online:2003-09-01 Published:2025-12-19

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摘要：

科学和人文是人类理性不可或缺的两个方面, 但在近代以来的发展中, 科学理性渐有凌驾和排斥人文理性的趋向, 这在大学教育的演变中有鲜明的体现。人文教育不仅是人文学科的知识教育, 更是人文精神的教育。人文学科的知识教育在大学教育中地位的变化, 有其历史的根由, 而人文精神教育的缺失, 则是大学理念残缺的一种症候。在继续推行专业教育的同时, 吸取博雅教育的理念及相关理论, 有助于弥合科学和人文在教育中的疏离倾向, 校正大学的理念和方向。

关键词: 人文教育, 科学理性, 人文理性

Abstract:

Both science and humanity are two indispensable aspects of human reason. In the development from modern times on, however, scientific reason has a gradual tendency to lord it over and reject human cultural reason, which can be seen clearly in developments of higher education. The humanity education is not a kind of knowledge education of humanities, but also education of cultural spirits. There are historical grounds for the position change of knowledge education of humanities in college education, but a shortage of cultural spiritual education is indeed a symptom of deficiency in the university concept. It is helpful to close the separating trend in education of science and humanity and to rectify the university concept and orientation if we draw on the educational concept of universal persons and its relevant theories at the same time when we continue to develop professional education.

Key words: humanity education, scientific reason, human cultural reason

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