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结构、密释与境象：罗姆巴赫教育哲学思想述评

朱洪洋(ZHU Hong-yang)

教育学报, 2018-10, Vol.14 (5), p.022-029

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題名:
结构、密释与境象：罗姆巴赫教育哲学思想述评
著者: 朱洪洋(ZHU Hong-yang)
所屬期刊: 教育学报, 2018-10, Vol.14 (5), p.022-029
描述: Heinrich Rombach is a well-known phenomenologist in Germany . His philosophical think- ing mainly includes Structural Ontology understanding the world as structural genesis, Philosophical Her- metics emphasizing on the origin of sealed structures, and Bild Philosophy based on respecting the unique- ness of a given situation. His philosophy of education stems from his own philosophicai thinking. He re- gards education as a con-creative event generated with human beings and a process of structurai genesis. He opposed the educationai research method of Empiricai Pedagogy based on the testability of iogicai expe- rience, and emphasizes the use of themethod of hermetics to criticize the ideas of “goal”，“development” and "manipulation" in the current education model. Rombach advocates understanding education by grasp- ing the origin of education. Respect for the uniqueness of the individuai environment rather than excessive interpretation s a possible path to the construction of a more humane pedagogy
海因里希·罗姆巴赫是德国著名
出版者: 大陸: 北京師範大學
語言: 中文
識別號: ISSN: 1673-1298
DOI: 10.14082/j.cnki.1673-1298.2018.05.003
資源來源: Alma/SFX Local Collection

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