真、假自体对“孔融让梨”的新诠释及其教育启示

A New Interpretation of The Story of %22 Kongrong%22 and Its Educational Implications: Based on Winnicott's Self

“孔融让梨”的故事已成为家庭、学校乃至社会宣扬谦让美德的范例。然而，该故事本身存在一定的虚伪性，如今也受到诸多质疑与批评。本文基于温尼科特的真实自体和虚假自体的人格观对“孔融让梨”展开新的诠释，指出“孔融让梨”的教育典范存在一定的道德虚假性，“让”梨与否应遵循儿童的真实自体。这对于儿童认识真实自体、解放真实自体，展开有效的道德教育，以及如何做一位“够好的母亲”和教师都具有重要的指导意义。

The story of ＂ Kongrong＂ has served a great example of humility， and this virtue was advocated by parents， schools and the society. However， the story itself is fictitious， and it has been receiving challenges and criticisms. In this paper， we put forward a new interpretation of the story from the perspective of Winnicott's concepts of the true self and the false self. We proposed that there is a certain moral falsity in this educational paradigm， whether the children share the bigger pear or not should follow their true selves. This interpretation may provide important message for our children to know and liberate their true selves， and will be of guiding significance to the moral education and how to be a ＂good enough mother＂ and qualified teacher.