摘要
全面发展的“全面”主要不是一个量的概念。全面发展的实质是个性发展。全面发展关注体现全面的基本方面而非一切方面。个性发展的理念不仅更靠近了创造教育 ,也对德、智、体、美形成更确切的理解。衡量社会发展积极意义的基本标志之一是社会为丰富个性的充分发展提供了什么样的条件 ,衡量教育的积极意义的尺度更应在此。
The “all-roundedness” of all-rounded development is not primarily a quantitative concept. The true nature of all-rounded development is personality development. All-rounded development concerns itself with the fundamental aspects which embody a full scale rather than all aspects. The theory and concept on personality development not only brings itself closer to creative education, but offers a more exact and apt understanding of morality, intellect, physique and aesthetics. One of the elementary symbols which evaluate the positive significance of social development is what conditions a society creates for the ample development of personality enrichment. The criteria to assess the positive meaning of education also lies here.
出处
《北京大学教育评论》
2004年第2期70-74,共5页
Peking University Education Review
