伊里奇非学校化教育思想及其对我国构建学习型社会的启示

发布时间：2018-01-15 20:31

本文关键词：伊里奇非学校化教育思想及其对我国构建学习型社会的启示　出处：《福建师范大学》2008年硕士论文　论文类型：学位论文

【摘要】： 伊凡·伊里奇(Ivan Illich)是美国教育批判家,“非学校化运动”的重要代表人物之一。他从社会批判理论、新马克思主义思想、存在主义理论及“被压迫者教育学”等出发,对美国上世纪70年代所面临的教育和社会问题进行了反思,认为学校教育是加剧贫困和造成社会不平等的重要原因,提出废除学校教育代之以“学习网络”的主张。本论文探讨了伊里奇的非学校化教育思想生成的历史背景和理论渊源,阐述了其非学校化教育思想的基本内容,分析了伊里奇教育思想的理论和实践意义,肯定了其教育思想的积极因素,也揭示了其局限与不足。同时,结合目前我国学校教育中存在的问题,阐发了伊里奇教育思想对构建我国学习型社会的若干启示。论文指出,伊里奇非学校化教育思想在以下四个方面对我们建构学习型社会具有积极的意义:改造传统的封闭、垄断和终极性的学校教育体系,实现纵横交错结合的一体化的教育体系;充分发挥社会教育的潜能,实现社会整体化的教育价值;确立学习者的主体性地位,赋予学习者学习的主动权;转变教师的传统角色,对教师角色实行新的功能定位。
[Abstract]:Ivan Ilyich (Ivan Illich) is an American education critic, one of the most important representatives of the non school movement ". His critical theory from the society, the new Marx doctrine of existentialism and the" oppressed of education ", the education and social issues facing the United States in 70s on a century of reflection, think school education is an important cause of poverty and social inequality, the proposed abolition of school education replaced by" advocate learning network ". The historical background and theoretical origins of this thesis discusses the non school education Ilych generation, expounds the basic content of the non school education, analyzes the Ilych education the thought of theoretical and practical significance, the positive factors of the education thought, also reveals the limitations and shortcomings. At the same time, the existing problems in school education in china, The elucidation of the Ilych Educational Thoughts on building our country to study some enlightenment society. The paper points out that Ilych deschooling education thoughts in the following four aspects of our construction of a learning society is of positive significance to reform the traditional closed monopoly and the ultimate of the school education system, realize the integration of the education system is arranged in a crisscross pattern give full play to the potential; social education, realize the education value of whole social status; establish the subjectivity of learner's initiative to learning; the traditional role change of teachers, carry out the new functional orientation of Teachers'Role.

【学位授予单位】：福建师范大学
【学位级别】：硕士
【学位授予年份】：2008
【分类号】：G40

【引证文献】