摘要
汉语语境中“学习”一词最早见于《论语·学而》第一则。此则看似杂乱无章,然详查史料,发现其不仅确立了“学习”作为儒家哲学教育的基础范畴,更通过“学”与“习”的语意交互,勾勒出一个以“乐”为基调的学习目标体系。这种“乐”不是简单的情绪反应,而是关于学习的三个递进境界,依次为:依“时”知行的成己之乐,彰显知行合一的实践智慧;由己及人的达人之乐,展现推己及人的伦理实践;至善坦荡的自我实现之乐,实现道德主体的自我超越。这三种境界构成完整的修养体系:知行合一的获知方式,由己及人的人生价值实现路径和追求至善的自我修养定位。
The term"learning"in the Chinese context first appeared in the opening passage of The Analects of Confucius·Xue Er.While seemingly unstructured at first glance,a closer examination of historical texts reveals that it not only established"learning"as a fundamental category in Confucian educational philosophy but also,through the semantic interplay between"study"and"practice",outlined a learning objective system centered on"joy".This"joy"is not merely an emotional response but represents three progressive realms of learning:the joy of self-cultivation through timely practice,which highlights the practical wisdom of the unity of knowledge and action;the joy of enlightening others by extending from oneself,which demonstrates the ethical practice of empathy;and the joy of self-transcendence through supreme goodness,which achieves the moral subject's self-surpassing.These three realms constitute a complete cultivation system:a knowledge-acquisition method grounded in the unity of knowing and doing;a path to realizing life's value through extending from self to others;and a self-cultivation orientation aimed at attaining supreme goodness.
作者
董静静
DONG Jingjing(School of Educational Science,Yancheng Teachers University,Yancheng Jiangsu,224002,China)
出处
《文化创新比较研究》
2025年第16期6-9,共4页
Comparative Study of Cultural Innovation
关键词
孔子
学习目标
层次
《论语·学而》
知行合一
思想解读
Confucius
Learning goal
Level
The Analects of Confucius·Xue Er
Knowledge and action are one
Ideological interpretation
