教育理想的异化与重建

发布时间：2018-11-09 07:25

【摘要】：古典的超验的个体化的理想与教育理想经过启蒙运动与科学主义的洗礼后异化为实证的"社会化理想"与"社会化的教育理想"。不过,社会化的理想与社会化的教育理想在近现代的膨胀导致了自身存在的危机,并且这种危机影响到了"理想本身"与"教育理想本身",使它们存在的合法性与正当性遭到了现代教育者的质疑。在新的时代背景下,重建教育理想具有重要的意义。教育理想应在"程序"与"实质"之间,把理想区分为实质性理想与程序性理想,前者强调结果和目的的理想性,后者强调过程与形式的理想性。其中,实质性教育理想为程序性教育理想指明了目的,防止了后者沦落为封闭与虚无的可能;而后者提供了接近前者的现实路径,使前者具有了一定程度的现实性。
[Abstract]:After the baptism of enlightenment and scientism, the classical transcendental individualized ideal and educational ideal are alienated into positive "socialized ideal" and "socialized educational ideal". However, the expansion of socialized ideals and socialized educational ideals in modern times has led to a crisis in their existence, and this crisis has affected the "ideal itself" and "the educational ideal itself". The legitimacy and legitimacy of their existence have been questioned by modern educators. Under the background of the new era, it is of great significance to rebuild the ideal of education. The ideal of education should be divided into substantive ideal and procedural ideal between "procedure" and "substance". The former emphasizes the ideality of result and purpose, while the latter emphasizes the ideality of process and form. Among them, the ideal of substantive education indicates the purpose for the ideal of procedural education and prevents the latter from being reduced to the possibility of closure and nothingness, while the latter provides a realistic path close to the former, which makes the former have a certain degree of reality.
【作者单位】：山东师范大学教育学院;
【基金】：全国教育科学“十一五”规划2006年度国家青年基金课题“古希腊公民教育思想史论”(课题批准号:CEA060064)的阶段性成果
【分类号】：G40

【共引文献】