| 陈永宝.没有“儿童”的儿童哲学：兼论朱熹的“小学”与“大学”观[J].陕西学前师范学院学报,2021,37(7):32-37 |
| 没有“儿童”的儿童哲学：兼论朱熹的“小学”与“大学”观 |
| Philosophy for Children in Zhu Xi’s Thought: Discussion on “Daxue” and “Xiaoxue” |
| 投稿时间：2021-03-30 修订日期：2021-05-02 |
| DOI：10. 11995/j. issn. 2095-770X. 2021. 07. 005 |
| 中文关键词: 儿童哲学 马修斯 朱熹 小学 |
| 英文关键词: philosophy for children Matthews Zhu Xi Xiaoxue |
| 基金项目:厦门市留学人才项目（厦人社[2020]172） |
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| 中文摘要: |
| 与马修斯强调的儿童哲学相比，朱熹的儿童哲学偏重于“成人哲学”与“家庭哲学”。因此，如果以马修斯的儿童哲学作比较，朱熹的儿童哲学是一种“没有儿童”的儿童哲学。这里的“没有儿童”，是指朱熹将儿童视为成人教育的前期阶段，表现为他的“小学”与“大学”的同构性。同时，朱熹在讨论儿童哲学时，主要是以成人与家庭的视角进行探入。这有两个方面的原因：一是南宋儿童观在哲学语境的兴起还处在萌芽阶段；二是中国传统呈现为家国天下一体，儿童是在家庭中得以体现。基于此，儿童无法形成马修斯主张的完全“主体性”，父母也不存在为儿童“释放权利”的要求。因此，朱熹希望通过父母和师长的干预使儿童形成上达“天理”的伦理目标。在这一点上，父母和师长构成儿童上达天理的中介。但是，儿童对父母与师长的干预不是消极的“服从”，父母与师长对儿童的干预必须在道德本心的前提下才有教育的有效性，即对儿童而言，“有德者，年虽下于我，我必尊之；不肖者，年虽高于我，我必远之”，这达到成人与儿童互相限制的教育情景。 |
| 英文摘要: |
| Compared with the philosophy for children emphasized by Matthews, Zhu Xi’s philosophy for children focuses on “adult philosophy” and “family philosophy”. Therefore, compared with Matthews’ philosophy of children, Zhu Xi’s philosophy for children is a kind of philosophy for children without children. “Without children” here means that Zhu Xi regards children as the early stage of adult education, which shows the isomorphism of his Xiaoxue and Daxue. At the same time, Zhu Xi discussed children’s philosophy mainly from the perspective of adults and families. There are two reasons for this: first, the rise of the view on children in the context of philosophy in Southern Song Dynastyis still in its infancy; second, Chinese tradition presents the integration of family, country and the world, and children are reflected in the family. Based on this, children cannot form the complete “subjectivity” advocated by Matthews, and parents do not have the requirement to “delegate power” to children. Therefore, Zhu Xi hopes that through the intervention of one’s parents and teachers, children can form the ethical goal of “Li”. At this point, parents and teachers constitute the intermediary of children’s access to Li. However, intervention of children from parents and teachers is not passive “obedience”, parents and teachers’ intervention against children must have the educational effectiveness under the premise of a moral conscience, that is to say, for children, “those who have virtue, though younger than me, I will respect them; those who are unworthy, though older than me, I will get away”, which achieves the educational situation of mutual restriction between adults and children. |
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