摘要
出于对未来教育事业和人才培养高度负责的使命感和危机感,池田批判了教育日趋功利化带来的两大弊端:一是教育的工具化;二是教育内容的实利化;同时他把造就学会知识、拥有智慧、陶冶情操、健全人格、培养良心的人和如何学会做人,作为创价教育的终极教育本质观。
Japanese educator Ikeda established value-creating education. Since it was founded in 1968, the school has achieved value-creating educational system through its own efforts, creating a complete system from the kindergarten, primary, secondary education to the university education. Driven by a sense of mission and of crisis and highly responsible for future education career and talents training, ChiTian criticizes the cur- rent education for its utilitarian which causes two disvangtages： one is the education as a tool, the other being educational content of real benefits. He also puts those virtues as learning knowledge, owning the wisdom, ed- ifying sentiment and sound personality, cultivating conscience and how to learn to behave as the ultimate price essense of education.
出处
《肇庆学院学报》
2012年第1期70-71,81,共3页
Journal of Zhaoqing University
