公民抑或自然人——卢梭公民教育理论的前提性困境初探

摘要

With the cutting point of seeing through Rousseau＇s civic education theory, we analyze the contradictions and conflicts inside his thoughts, rethink profoundly the First Principle of civic education with the relationship among individual, nation and society, and offer a perspective for reflection on the pre-conditional issues with civic education. Considering Rousseau＇s civic education theory from the whole field of vision, the conjunction and breakage of his civic education and natural person education reflected his arduous efforts and puzzles in pursuing the golden section ratio between individual and nation in education. This pursuit has brought us the presupposed valuable cultural wealth of civic education, that is, individual freedom is limited by its stage of social development; its home is with negative freedom but not with positive freedom; nation power is led by morality but not being shaped, aiming at individual but not the nation; social orientation is the combination of social humanization and human socialization.%以透视卢梭的公民教育理论为切入点，分析其思想内部的矛盾与冲突，反思个体与国家、社会的关系这一公民教育的第一原则，为公民教育的前提性问题思考提供一个视角。从整体视域考量卢梭的公民教育思想，其公民教育和自然人教育的契合和断裂映射出他在寻求教育中“个人”与“国家”之间黄金分割点上的艰辛努力和困惑。这一寻求带给我们公民教育前提预设的宝贵的文化财：个人自由——限度因所处社会发展阶段而定，归宿点在消极自由而不在积极自由；国家权力——道德上引领而非塑造，目的在个人而不在国家；社会定位——社会“人化”与人的“社会化”兼具。