“问题儿童的由来及其康复——尼尔自由主义教育思想研究.pdfVIP

摘 要 摘 要 进入 20 世纪以来，在现代工业文明的强制性压力下，教育走上了对受教育者先规 训、后征用的道路，忽视对人的精神的关怀和情感的滋养，导致了完整人性的破碎和情 感的干枯，造成了人发展的片面化。在现代工业生产和消费活动中，人们逐渐习惯于接 受“隐匿权威”的控制，而失去了自我决定的意志和自由。尼尔的自由主义教育思想正 是在这种背景下产生的。 尼尔的自由主义教育思想是在夏山学校实践的基础上形成并完善的，以对“问题儿 童”成因及康复的研究为主线，肯定了“爱”、“民主”、“自由”在人发展中的重大作用。 尼尔自由主义教育思想的本质在于对“自由”内涵的完整理解。将自然主义教育观与精 神分析理论紧密融合，是尼尔自由主义教育思想的鲜明特征。 关键词：尼尔 自由主义教育 问题儿童 夏山学校 I Abstract Abstract th Since the entry of the 20 century, under the press of the modern industrial civilization, Education has taken the road named “to discipline firstly, and to expropriate afterwards”. The inclination in education has ignored to care for the human spirit and to nourish the human heart, which leads to the fragmentation of one ’s personality and searing of one’s passion, and finally results in an unilateral development of human personality. What’s more, In the modern industrial production and consumption activities, people have gradually got used to being ruled by an “Anonymous Authority”, and lost their freedom and will on self-decision ultimately. It is just under such kind of background that produced A. S. Neill’s idea of Liberalistic education. A. S. Neill’s idea of Liberalistic education, which impenetrated by a study on the cause and recovery of “the Problem Child”, has formed and consummated in the practice of Summerhill School. A. S. Neill insists on the important role which “love”, “democracy” and “freedom” can play in one’s development, and