“位育”之道——全球化中的华人教育路向

Öz

华人的概念，不仅涵盖中国本土的各族国人，还涵盖海外华裔人。 全体华人有共同的认同基础。在全球化背景下，华人教育至少包括两个内容：一 是对自己文化的认同；二是自己文化与他文化的交流，并在交流中保存和发展自 己的文化。通过对“中和位育”的分析和阐发，指出“位育”不是简单的适应， 而是要用自己文化主体的确定性、特征、长处、特色与他文化相互交往，以达到 华人教育的“安所遂生”。

Anahtar Kelimeler

• 位育；华人；华人教育

The Way of “Wei Yu”—— An Orientation of Education for the Chinese in the Globalizing World

Abstract

The author discusses the characteristics of contemporary Chinese education in the context of globalization and internalization. Professor Zhang points out that the concept of Chinese includes not only the 56 ethnic groups inhabiting in China, but also Chinese descendants overseas. The author argued that all Chinese people have a common basis of identification: four words, “Zhong He Wei Yu”(center, harmony, position, birth), By analyzing and expatiating on Chinese characters the author argues that “Wei Yu” does not mean a simple adaptation, but means to interact and communicate with other’s culture by utilizing the characteristics and specialties of the main body of Chinese culture, by which we can reach a situation of “enjoying where we are and what we have; knowing where we go and making a better life for us in whatever environment.”

Keywords

• Wei Yu, the Chinese, education for the Chinese

References

1. 潘乃谷：《潘光旦释“位育”》，《西北民族研究》, 2001（1）。
2. 费孝通：《“三级两跳”中的文化思考》，《读书》, 2001（4）。
3. 河清：《民族——“我出生”之地》，《读书》, 1999（4）。
4. 作者简介：张诗亚，男，1948 年生。中国教育部人文社会科学重点研究基 地：西南大学西南民族教育与心理研究中心主任,教授，博士生导师。主要研究 领域：教育学原理、教育人类学、中国民族研究。