论“启蒙”及其教育学意蕴

发布时间：2018-03-10 20:09

  本文选题：启蒙　切入点：教育　出处：《山西大学学报(哲学社会科学版)》2017年02期 　论文类型：期刊论文

【摘要】：基于不同的文化历史语境与实践情态,“启蒙”展现出来的内涵是极其丰富的。通常以“启蒙运动”代替“启蒙”发生的内在逻辑的做法,是对“启蒙”本质、内涵与价值使命的片面化。教育与“启蒙”存在着本质性的联系,二者都关注如何使人成之为“人”的问题。立足于教育“培养人”的价值前提,廓清“启蒙”的教育学意蕴,不仅有利于在理论上完整地认知“启蒙”,也有助于纠偏实践中的认识论偏差,更好地助推教育价值转型、落实使人成之为“人”的启蒙目的与使命,最终促进人的理性与自由。
[Abstract]:Different cultural and historical context and practical modality based on the connotation of "Enlightenment" appear to be extremely rich. Usually in the "Enlightenment" instead of "Enlightenment" the inherent logic of the approach of "Enlightenment" essence, one-sided connotation and value of education. The mission of "Enlightenment" and the nature of existence two of them are concerned, how to make people as the "people". The premise of value based on the education of "culture", meaning learning clearance "Enlightenment" education, not only conducive to the complete cognition of "Enlightenment" in theory, also contribute to the correct understanding of the practice of partial deviation. To better boost the value of education transformation, the implementation of the people as "the purpose and mission of enlightening people", and ultimately promote the rational and free people.

【作者单位】： 东北师范大学教育学部;
【分类号】：G40-02
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本文编号：1594878