【作者】 佘翠花；

【导师】 冯永刚；

【作者基本信息】 山东师范大学 ， 教育学原理， 2025， 博士

【摘要】 在技术加速重构教育生态的数字化浪潮中,儿童自由教育正面临双重挑战,既要突破工业时代遗留的标准化规训体系,又需回应人工智能时代对创新主体的伦理诉求。这种结构性张力在教育实践层面表现为教育功利主义对儿童经验生长空间的压缩、权威规训对儿童自主性建构的遮蔽,以及儿童自由边界与理性引导的辩证冲突。在此背景下重审约翰·洛克儿童自由教育思想,其理性自由主体的培育范式展现出独特的理论解释力。从理论意义角度,洛克基于经验主义认识论构建的儿童自由教育理论,不仅为现代儿童自由教育理论提供了认识论基础,更在主体性建构维度开辟了新的解释路径。从实践意义角度,洛克理性自由观念中蕴含的实践智慧,通过重构权威与自主性的辩证统一关系,为消解当代儿童自由教育中自由与权威的二元张力提供了具有操作性的历史参照。本研究按照“梳理—归纳—阐释—审视—汲取”的逻辑思路,综合运用文献研究法、历史研究法和比较研究法展开论证。研究共分为三个部分:首章通过文献梳理与文本细读,深入剖析洛克儿童自由教育思想的形成背景,梳理其历史发展脉络。第二至四章则分别聚焦于洛克关于儿童是谁、儿童拥有何种自由、教育如何实现儿童的自由,以此阐释洛克儿童自由教育思想的理论体系。第五到第六章阐释洛克儿童自由教育思想的历史评价和当代启示,分析其在当代儿童自由教育中的有效性和有限性。研究内容系统阐释洛克关于儿童从自然自由向理性自由的辩证转化理论体系,具体分为以下六章。第一章洛克儿童自由教育思想的形成背景。本章从革命浪潮、经济变革、宗教改革三方面分析其产生的社会历史背景。从古典遗产、人文主义、科学革命、启蒙先声等方面论证其产生的文化思想背景。从教育经历、学术拓疆、导师实践、流亡反思与著作书写等方面对洛克儿童自由教育思想的实践渊源进行探究。第二章洛克儿童自由教育思想的理论基础。本章通过洛克对儿童观的重新发现确立儿童自由教育实现的可能。自然哲学维度探究儿童自由天性的教育可能;认识论进路分析儿童经验理性的生成机制;政治哲学向度对儿童权利进行教育阐释。第三章洛克儿童自由教育思想的内在逻辑。本章通过自由天性与理性引导的辩证统一,澄清儿童理性自由的本质与价值指向。儿童自由与理性的辩证统一关系体现为自由作为基础性前提,理性则是规范性力量,二者在儿童自由教育中实现辩证统一。儿童的理性自由体现在外在养成和内在培育两个维度,其价值指向是理性自由个体和理性自由公民。第四章洛克儿童自由教育思想的实践路径。本章通过教育实践的空间建构完成儿童自由的教育转化实践,即儿童基于身体自由的奠基,通过自然场域获得支配力,进而在社会空间实现理性自由。身体空间的自由奠基主要包括身体自由的基础、道德自由的培育;自然场域的自由生成主要体现为自然教育的经验生成、理智自由的自然化路径;社会空间的自由实现包括家庭和社会两个主要教育场所。第五章洛克儿童自由教育思想的历史评价。本章主要包括洛克儿童自由教育思想的贡献和局限性两个部分。洛克儿童自由教育思想的贡献体现在儿童自由教育的哲学基础重构、方法论演进、理论的原初型构。局限性主要体现在认识论框架的内在限度、阶级话语的历史性遮蔽、教育现代性的未竟议题。第六章洛克儿童自由教育思想的当代启示。本章主要从理念自觉、制度保障、实践探索三个方面对洛克儿童自由教育思想进行当代价值借鉴。理念自觉引领儿童自由教育的本体论复归,解读洛克儿童自由教育思想的当代激活,对理性自由边界进行方法论澄清。制度保障主要包括儿童自由权利的制度保障、多元教育主体的协同机制两个方面。基于实践探索,对儿童自由教育时空进行当代拓展,从儿童自由教育节奏的生命化调适、场域的生态化拓展两个维度展开。更多还原

【Abstract】 Amid the digital wave where technological acceleration is restructuring educational ecosystems,children’s liberal education faces dual challenges:it must both break through the standardized disciplinary systems inherited from the industrial era and respond to the ethical demands for innovative subjects in the AI age.This structural tension manifests in educational practice through three dimensions:the compression of children’s experiential growth space by educational utilitarianism,the obscuring of children’s autonomy construction by disciplinary power,and the dialectical conflict between children’s liberal boundaries and rational guidance.Re-examining John Locke’s philosophy of children’s liberal education in this context reveals the unique theoretical explanatory power of his paradigm for cultivating rationally free subjects.Theoretically,Locke’s empirically-grounded educational theory not only provides the epistemological foundation for modern children’s liberal education but also pioneers new interpretive approaches to subjectivity construction.Practically,the practical wisdom inherent in Locke’s conception of rational freedom,by reconstructing the dialectical unity between authority and autonomy,offers operational historical reference for resolving the binary tension between freedom and authority in contemporary children’s liberal education.This study follows a logical progression of“documentation,synthesis,interpretation,critical evaluation,application,”employing comprehensive research methods including literature analysis,historical research,and comparative study.The research comprises three parts:Chapter One conducts in-depth analysis of the formative background and historical development of Locke’s philosophy through textual analysis and close reading.Chapters Two through Four systematically examine Locke’s theoretical framework by addressing three core questions:the ontology of childhood,the nature of children’s freedom,and the pedagogical realization of such freedom.Chapters Five and Six evaluate the historical significance and contemporary relevance of Locke’s philosophy,analyzing both its validity and limitations for modern liberal education.The study systematically expounds Locke’s theory of the dialectical transformation from children’s natural freedom to rational freedom,structured into the following six chapters.Chapter One:The Formative Background of Locke’s Philosophy of Children’s Liberal Education.This chapter analyzes the socio-historical background of its emergence in terms of revolutionary waves,economic changes,and religious reforms.It explores the cultural and intellectual background by examining classical heritage,humanism,the scientific revolution,and the dawn of the Enlightenment.Additionally,it investigates the practical origins of Locke’s philosophy through his educational experiences,scholarly pursuits,mentorship practices,reflections during exile,and his writings.Chapter Two:The Theoretical Foundation of Locke’s Liberal Education for Children.This chapter establishes the possibility of realizing liberal education for children through the rediscovery of childhood perspectives.It explores the educational potential of children’s innate freedom from a natural philosophy perspective,analyzes the generative mechanism of children’s empirical rationality through an epistemological approach,and interprets children’s rights from a political philosophy standpoint.Chapter Three:The Internal Logic of Locke’s Philosophy of Children’s Liberal Education.This chapter clarifies the essence and value orientation of children’s rational freedom through the dialectical unity of free will and rational discipline.The dialectical relationship between children’s freedom and rationality is reflected in freedom as a foundational premise and rationality as a normative force,with both achieving unity in children’s liberal education.Children’s rational freedom manifests in two dimensions-external cultivation and internal development—and its value orientation lies in fostering rationally free individuals and citizens.Chapter Four:The Practical Pathways of Locke’s Philosophy of Children’s Liberal Education.This chapter examines the pedagogical transformation of children’s freedom through the spatial construction of educational practices.Children,grounded in bodily freedom,gain mastery in natural settings and ultimately achieve rational freedom in social spaces.The foundational freedom of bodily space includes the basis of physical freedom and the cultivation of moral freedom.The realization of freedom in natural settings involves experiential formation in natural education and the naturalized path to intellectual freedom.The attainment of freedom in social spaces primarily occurs in two key educational environments:the family and society.Chapter Five:Historical Evaluation of Locke’s Philosophy of Children’s Liberal Education.This chapter assesses the contributions and limitations of Locke’s philosophy.His contributions include reconstructing the philosophical foundation of children’s liberal education,advancing methodological approaches,and establishing the original theoretical framework.The limitations mainly lie in the inherent constraints of his epistemological framework,the historical obscurity of class discourse,and the unresolved issues of educational modernity.Chapter Six:Contemporary Implications of Locke’s Philosophy of Children’s Liberal Education.This chapter draws insights from Locke’s philosophy in terms of conceptual awareness,institutional safeguards,and practical exploration.Conceptual awareness guides the ontological return of children’s liberal education,interprets the contemporary activation of Locke’s ideas,and methodologically clarifies the boundaries of rational freedom.Institutional safeguards focus on the legal protection of children’s liberal rights and the collaborative mechanisms of diverse educational stakeholders.Practical exploration involves expanding the temporal and spatial dimensions of children’s liberal education,including life-rhythm adjustments and ecological field expansion.更多还原