教育之于国民性的养成及其限度——兼论教育学的学术边界

发布时间：2018-04-03 10:18

本文选题：国民性养成　切入点：有限责任　出处：《教育理论与实践》2014年19期

【摘要】：国民性"被纳入教育学的话语体系,既是教育学学者对相关实践与理论问题的自觉回应,也是对其学术使命的积极担当。教育虽为国民性改造提供了可能性和现实条件,但也不应被赋予各种无力承担的"厚望"与"误望"使其沦为"众矢之的"。教育作为一种社会存在,其本身乃是一种特殊的文化样式,国民性之养成的本质乃是主体"文化化"的过程,国民性之改造则是一种特殊形态的"文化自觉"。教育改造或养成国民性虽责无旁贷,亦顺理成章,但教育之于国民性养成的限度也不应忽视。确证教育之于国民性养成的限度,对审思教育学的学术边界亦具有启示意义,是教育研究、教育学走向成熟的方法论自觉。
[Abstract]:The integration of national character into the discourse system of pedagogy is not only a conscious response of pedagogists to relevant practical and theoretical problems, but also an active responsibility for their academic mission.Although education provides the possibility and realistic condition for the reform of national character, it should not be endowed with all kinds of "high expectations" and "false expectations" which can not be shouldered.As a kind of social existence, education itself is a special cultural style, the essence of the cultivation of national character is the process of "culturalization" of the subject, and the transformation of the national character is a special form of "cultural consciousness".Although education reform or cultivation of national character is duty-bound and natural, the limits of education to the cultivation of national character should not be ignored.To confirm the limits of education to the cultivation of national character also has enlightening significance to the academic boundary of thought pedagogy. It is the consciousness of methodology of educational research and pedagogy towards maturity.
【作者单位】：西南大学西南民族教育与心理研究中心;
【基金】：2011年国家社科基金重点项目《西南民族地区民生改善调查研究》(项目编号:11AMZ004)的阶段性研究成果
【分类号】：G40

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