| 理解即再生 |
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| 引用本文： | 李西顺.理解即再生[J].现代教育论丛,2011(1). |
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| 作者姓名： | 李西顺 |
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| 作者单位： | 北京师范大学教育学部; |
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| 摘 要： | 理解是文化教育学的重要范畴。这一范畴最初由狄尔泰引入文化教育学之中,后经斯普朗格进一步发展,于二十世纪六十年代,随着福利特纳解释学教育学的诞生从而成为文化教育学的核心概念。但对于理解的理解,教育哲学家们的意见却不尽相同。文化教育学之中的理解是具有特定内涵的专业术语,与一般意义上的理解有着质的区别。在笔者看来,理解即再生。
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| 关 键 词： | 理解 传承 再生 |
Understanding is Renewal |
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| Li Xishun.Understanding is Renewal[J].The Modern Education Journal,2011(1). |
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| Authors: | Li Xishun |
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| Abstract: | Understandingis the important areas of Cultural Pedagogy.This category was first introduced by Dilthey into school education,further development after Spranger,in the 1960s,with the birth of Fulitner's Explainational Pedagogy,understandingbecame the center concept of Cultural Pedagogy.But forunderstandingof the understanding,educational philosophers' views are not the same.Educational study of theUnderstandingof Cultural Pedagogy is a professional terminology with specific connotations,and has the obvious d... |
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| Keywords: | understanding inheritance renewal |
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