康德教育学中的惩罚理论及儿童心灵学说

Punishment and Children's Mental Growth in Kants' Pedagogy

教育惩罚的争议性问题可概括为两组:一是教育性和必要性问题,二是正当性和适用性问题。后者在实践上更受关注,但前者在理论上是更为基础性的、决定性的。康德教育学中有对这两组问题的一整套回答,并且其中还蕴含了一个对教育学而言是意义更为重大的儿童心灵学说。这一学说蕴含在康德对教育惩罚施加了什么痛苦、这种痛苦何以能使人向善这一问题的回答中。但随着哲学心理学逐渐为科学心理学所取代,康德教育学中的儿童心灵学说及其遗留问题,今天已淡出我们的视线。

The controversy about punishment in education can be reflected in two questions: Is it educational and necessary? Is it justifiable and applicable? The latter has drawn more attention in practice; while the former is more fundamental and decisive in theory. Kants’ pedagogy has answered the two questions systematically and implied the theory of children’s mental growth, which are more significant to pedagogy. This theory was implied in Kants’ answer to the question: how the pain caused by the punishment in education can help people towards the good? However, as the philosophical psychology was replaced by scientific psychology, little attention has been paid to the theory of children’s mental growth as well as other relevant issues in Kants’ pedagogy.