PAIDEIA AND POLITEIA: EDUCATION, AND THE POLITY/STATE IN COMPARATIVE EDUCATION
PAIDEIA AND POLITEIA: EDUCATION, AND THE POLITY/STATE IN COMPARATIVE EDUCATION
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Paideia 和 Politeia：教育以及比较教育中的政体/国家
DOI：
10.1007/978-1-4020-6403-6_11
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发表时间：
2009
期刊：
影响因子：
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通讯作者：
Andreas M. Kazamias
中科院分区：
文献类型：
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作者：
Andreas M. Kazamias
在西方教育和政治传统中，对教育/教育对象的政治关系，特别是教育与政体或国家的关系的关注由来已久。这在柏拉图、亚里士多德、卢梭、洛克、马克思、穆勒赫伯特斯宾塞、葛兰西、阿尔都塞、卡斯托里亚迪斯、杜威和弗莱雷等有影响力的社会思想家的著作中尤为明显。例如，亚里士多德作为一个“比较政治哲学家/科学家”，在他最著名的政治论文《政治学》（Politika）中断言：现在没有人会质疑年轻人的教育/paideia需要立法者的特别关注。事实上，在“城邦”中忽视这一点对政体是有害的;因为一个人应该根据政体/politeia的特定形式接受教育[和“习惯”]，因为每个政体的特定特征/精神气质既保护了政体，又最初建立了它-例如，民主精神气质促进民主，寡头精神气质促进寡头政治;一个更好的民族精神总是产生一个更好的政体/politeia。
Interest in the political relations of education/paideia, particularly in the relationships between education and the polity/politeia or the state, has been longstanding in the Western educational and political traditions. It has been especially evident in the texts of influential social thinkers such as Plato, Aristotle, JJ Rousseau, John Locke, Karl Marx, JS Mill, Herbert Spencer, Antonio Gramsci, Louis Althusser, Cornelius Castoriadis, John Dewey and Paulo Freire. In his most famous political treatise, the Politics (Politika), Aristotle, for example, as a ‘comparative political philosopher/scientist’, averred:Now nobody would dispute that the education/paideia of the young requires the special attention of the lawgiver. Indeed, the neglect of this in ‘city-states’ is injurious to the polities; for one ought to be educated [and ‘habituated’] in accordance with the particular form of the polity/politeia, for the particular character/ethos of each polity both guards the polity generally and originally establishes it—for instance the democratic ethos promotes democracy and the oligarchic ethos oligarchy; and a better ethos always produces a better polity/politeia.