洛克的绅士教育与卢梭的自然教育之比较
Comparison between Locke’s Gentleman’s Education and Rousseau’s Natural Education

洛克与卢梭作为欧洲启蒙运动的先驱者，深刻批判了当时欧洲封建主义的专制统治，他们共同认识到实现自由须建立在个人道德发展的基础上，教育则是必要手段。同时，他们的教育思想在许多方面也有着显而易见的不同。洛克以“入世”思想贯彻绅士教育，为培养高素质人才，卢梭则以“出世”思想提倡自然教育，为塑造“自然人”。本论文旨在通过比较洛克的绅士教育与卢梭的自然教育，探讨西方德育思想中不同理念之间的异同，进而更加明确二者教育理念的价值，为当代教育实践提供借鉴和反思。
Locke and Rousseau, as pioneers of the European Enlightenment, offered profound critiques of the feudal authoritarian rule prevalent in their time. They both recognized that achieving freedom hinges upon moral development, with education being an indispensable tool. However, their educational philosophies exhibit notable differences. Locke advocated for a “worldly” approach to education, emphasizing gentlemanly education to nurture high-caliber individuals, while Rousseau, promoting a “worldly detachment”, advocated for natural education to shape the “natural man”. This paper aims to compare Locke’s gentlemanly education with Rousseau’s natural education, exploring the similarities and differences in Western educational thought, thereby clarifying the values of their respective educational philosophies and offering insights for contemporary educational practices.