%0 Journal Article
%T 卢梭道德教育思想探析<br>An Analysis of Rousseau’s Moral Education Thought
%A 王歌丽
%J Advances in Education
%P 9091-9095
%@ 2160-7303
%D 2023
%I Hans Publishing
%R 10.12677/AE.2023.13111404
%X <span style=\"font-size:14px;\">卢梭是18世纪法国一位伟大的教育学家，他所著的教育哲学巨作《爱弥儿》有着丰富的道德教育内容。在人性设定上，他主张人性本善，人性的基础是自爱和同情，可通过道德教育的种种方法培养有德行的人。在道德教育的内容上，主要有培养善良的习惯、培养道德的思想感情和实施善与正义的行为这三个方面。关于他的道德教育思想的特征，卢梭比较强调自然的情感教育，强调用情感代替理智，具有明显的非理性特点。</span><br />
<span style=\"font-size:14px;\">Rousseau is a great educationist in France in the 18th century. His great work “Emile” of educational philosophy has rich content of moral education. In the setting of human nature, he maintains that human nature is inherently good, the basis of human nature is self-love and compassion, and virtuous people can be cultivated through various methods of moral education. In the content of moral education, there are mainly three aspects: Cultivating good habits, cultivating moral thoughts and feelings, and implementing good and justice behavior. As for the characteristics of his moral education thought, Rousseau emphasized natural emotional education, emphasizing the substitution of emotion for reason, with obvious irrational characteristics.</span>
%K 卢梭，道德教育，自然教育，非理性<br>Rousseau
%K Moral Education
%K Natural Education
%K Irrationality
%U http://www.hanspub.org/journal/PaperInformation.aspx?PaperID=75944