| At present,punishment in the field of education is still a hot issue in educational theory research.Who punishes the punishment in school education?When and what kind of punishment is reasonable and effective? These problems still need to be further explored,and all sectors of society should constantly improve the implementation of education punishment according to the actual situation.As two indispensable famous educators in the history of education,Rousseau’s and Herbart’s views on educational punishment respectively represent natural punishment and artificial punishment.Exploring Rousseau’s natural punishment and Herbart’s artificial punishment is the best punishment way,which can provide reference for the practice of educational punishment in China.By using the methods of literature review and comparative analysis,the author tries to clarify Rousseau’s and Herbart’s educational punishment theories from the origin and presentation of their views and the basic contents of their views on punishment,and then makes respective evaluations.On this basis,this paper compares the similarities and differences of their views on punishment,extracts five commonalities about children,love and sympathy,virtue,freedom and the educational nature of punishment,and then analyzes the differences between them,and finds that the connotation difference of their educational punishment thought lies in Rousseau’s “natural consequence method”,which is not only educational,but also natural.Herbart’s punishment is not only educational,but also administrative.The difference between the two educational punishment thoughts lies in that Rousseau’s “Natural Consequence Law” aims at children’s educational development and pays attention to self-education.The direct purpose of Herbart’s punishment is to maintain discipline and order in class or school,and the ultimate goal is to promote the development of students’ morality.The difference in the implementation of their educational punishment thoughts lies in their different subjects,conditions,forms and consequences,which makes Rousseau’s punishment view show more positive guidance,while Herbart’s punishment view is negative prohibition.Through comparative analysis,it is concluded that natural punishment should be given priority to and artificial punishment should be supplemented.Advocate the “active use” of natural punishment and focus on the cultivation of consciousness of multiple subjects;The “clever use” of natural punishment promotes children’s will heteronomy to change to will self-discipline;“Make good use of” human punishment to protect the order of children’s mind;“Careful use” of artificial punishment and the protection of children’s rights from infringement of the four aspects as a practical guide.As the comparative study of the two has theoretical value that can’t be ignored for the contemporary education punishment or education punishment,this paper,as a preliminary attempt of the comparative analysis of the two,will do its best to improve the ideological system of education punishment in China. |
