馬瑞坦教育思想研究
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Date
1989-06-??
Authors
徐宗林
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國立臺灣師範大學研究發展處
Office of Research and Development
Office of Research and Development
Abstract
馬瑞坦(Jacques Maritain 1882-1964)生於法國；大學前之教育，亦在法國完成。他曾至德國進修研究；之後歸化於美國，為當代美國天主教教育哲學家，亦為教會中鼓吹新多瑪斯哲學思想，並推行人文教育思想之學者。氏對近代教育理論與實施，因受唯物主義、功利主義、實用主義及科學至上論的影響，使教育活動失去了方向性、目的性及意義性，因而導致教育走向盲動的狀態。再由於這些思想結構的影響，以至於人對自己的評析，失去了傳統思想中對人的尊重，從而蒙蔽在物質層面，喪失了對人精神能力的肯定。影響所及，教育活動中，個人地位為之沒落，方法為之失誤、教材為之不當，問題重重，亟待解決。晚近，從教育的失誤，因而引發了當代文明的危機。馬瑞坦也是一位企求透過教育，來扶正人類文明發展上失調的教育思想家。一種培育來日適宜的「人」，以解救人類文化的危機乃是他對教育所作的深切期盼。
Science has deeply influenced many aspects of human experience, agricultural, cultural, social as well as educational. By using scientific method man has accumulat-ed tremendous amount of knowledge in the past hundreds of years which benefits human life all over the world. Under such circumstances a few educators even believe that there is only one foundation upon which education should base. It is science. As a protestant, Jacques Maritain (1882-1964), born in France and later in his life becoming an American citizen, gave much critical thinking about the value of scienti-fic method used in educational practice. Besides, as a Christian educator he also offered some keen criticism on materialism and pragmatism in Western education. He urged a humanistic education as an adequate one in modern times.
Science has deeply influenced many aspects of human experience, agricultural, cultural, social as well as educational. By using scientific method man has accumulat-ed tremendous amount of knowledge in the past hundreds of years which benefits human life all over the world. Under such circumstances a few educators even believe that there is only one foundation upon which education should base. It is science. As a protestant, Jacques Maritain (1882-1964), born in France and later in his life becoming an American citizen, gave much critical thinking about the value of scienti-fic method used in educational practice. Besides, as a Christian educator he also offered some keen criticism on materialism and pragmatism in Western education. He urged a humanistic education as an adequate one in modern times.