通向作为自由的幸福——教育的伦理规定及其启蒙诉求

发布时间：2018-04-18 04:36

本文选题：教育 + 幸福　；参考：《广西社会科学》2017年06期

【摘要】：人通过教育而成之为"人",也通过教育而获得自由与幸福的可能。作为与个体生命处境和人类命运相关的价值实践,使人"幸福""活得更好"即是教育的伦理传统与核心议题。启蒙运动以来,教育不仅彰显了"福德一致"幸福观所塑造的伦理精神,也逐渐形成"人的自由即幸福"的启蒙目的论。但这并不是"断裂",它仍统一于教育使人成之为"人"的框架,从而使"以自由的方式去获得幸福"与"以幸福的状态去延续自由",成为合二为一的等值命题。教育升格为"幸福教育",将有利于聚合并生长出教育变革的能量,从而落实启蒙的自由宗旨与使命,助推人的幸福、自由乃至整体解放。
[Abstract]:Through education, man becomes a man, and through education, he obtains the possibility of freedom and happiness.As a value practice related to the situation of individual life and the fate of human beings, making people "happy" and "living better" is the ethical tradition and core topic of education.Since the Enlightenment, education has not only demonstrated the ethical spirit shaped by the concept of happiness, but also gradually formed the enlightenment teleology of "human freedom is happiness".But this is not a "break", it is still unified in the framework of education to make people "human", so that "to obtain happiness in a free way" and "to continue freedom in a happy state" become the equivalent proposition of integration.The promotion of education to "happy education" will be conducive to the convergence and growth of the energy of educational reform, so as to carry out the free purpose and mission of enlightenment, and promote people's happiness, freedom and even the liberation of the whole.
【作者单位】：东北师范大学教育学部;
【基金】：中央高校基本科研业务费专项资金资助项目(14ZZ2102)
【分类号】：G40

【相似文献】