本文主要探究潘光旦人文教育思想。潘光旦指出,农业文明下传统教育极具人文性,从社会功能上看可谓齐家教育,其潜功能在于囿于家而抑制个人、社会与国家。清末内忧外患的民族危机激发的教育现代化过于科学主义倾向,它以服务于城市生活为目的,在教育宗旨上凸显个人,抛弃齐家而承载着启蒙个人与救国使命,社会后果上表现出离土化趋势,造成家庭教育、乡土教育一路弱化乃至缺失,以至青少年情感皈依淡化,家庭与社区归属感弱化,同时,源于基层的人才一再流向城市,加剧城乡失衡,故而教育宜重构务本之路,在物与人,个人、社区与国家等关系上寻求执两用中,本末兼顾,从而实现受教育者的品格,客观上实现社会秩序与发展。 This article mainly explores the humanistic education thought of Pan Guangdan. Pan Guangdan pointed out that the traditional education under the agricultural civilization is very humane and can be described as a family education from a social function point of view. Its latent function lies in restraining individuals, society and the state from being trapped at home. The modernization of education triggered by the national crises of internal and external crisis in the late Qing Dynasty was too scientific in nature. It aimed at serving the urban life, highlighted individuals in educational purposes, abandoned the Qi family and carried the mission of enlightening individuals and saving the nation, and showed social consequences of leaving the soil As a result, family education and local education have been weakened and even diminished. As a result, adolescents have become less fond of their feelings and family and community belongings have been weakened. At the same time, people from the grassroots level have repeatedly flowed into the cities and exacerbated the imbalance between urban and rural areas. Therefore, education should reconstruct the books Road, in the relationship between things and people, individuals, communities and countries to seek executive dualism, both at the same time, so as to achieve the character of educated, objectively achieve social order and development.