论教育的超越性

发布时间：2018-03-25 17:36

本文选题：教育　切入点：超越　出处：《东北师范大学》2010年博士论文

【摘要】： 教育具有超越性,教育的超越性就是教育超出既有现实规定性(物质或非物质上的限制)以及教育活动和内部诸要素在某方面超出的本质特性。教育的超越性始于人的超越性,通过人的超越性,又归结于人的超越性。人的超越性是教育超越性的出发点、连接点和最终归宿。教育作为培养人的社会实践活动,不仅是人所从事的超越性的活动,而且也是把人的超越性作为目的性的活动。教育活动的超越性与人的超越性具有内在的同一性。在超越性的教育活动中,人的超越性不仅是教育活动的目的,而且也是教育活动的存在方式。人的未特定化客观上要求人必须超越自身生理上的限制,人的自我意识使人能认识到自身的不足和局限,人对未来的希望是人们勇于超越的永久动力,因此,人具有超越性,作为超越性的人的存在是教育超越性的逻辑起点。教育的超越性在宏观领域主要表现为:教育对社会现实的超越;教育对时间空间的超越;教育思想的批判与超越;教育制度的变革与超越以及理想教育对现实教育的超越。教育的超越性在微观领域的超越主要表现为:无我对有我的超越;无形对有形的超越;无法对有法的超越;无限对有限的超越。教育的超越性还表现为:年轻一代对年长一代的超越;受教育者对教育者的超越,以及教育主体的自我超越。教育作为培养人的社会实践活动,客观上必然与社会的经济、政治和文化等产生一定关系。教育的超越性的发挥以及发挥到何种程度有赖于人们超越意识的觉醒,有赖于人们对教育相对独立性的尊重,更有赖于社会经济的发展和社会民主化进程。教育的超越性是有限度的,无论是人的超越,还是基于人的超越性之上的教育的超越都不能以损害人的生命存在为前提;教育也不能超越社会经济的正常发展,更不能危胁到国家的经济安全;教育的超越起于实践,终于实践,是此岸世界的超越。探求教育超越的限度旨在表明,强调教育的超越性,并不是对教育适应性的否定。关注教育的超越性,理应在把握教育的适应与超越之间的辩证关系的基础上,把握教育超越的限度并寻求教育适应与超越的动态平衡。
[Abstract]:Education has transcendence, the transcendence of education is the essential characteristic that education exceeds the existing realistic stipulation (material or immaterial limitation) and the educational activity and internal elements in some aspect. The transcendence of education begins with the transcendence of human beings, and through the transcendence of human beings, it comes down to the transcendence of human beings, whose transcendence is the starting point, the connecting point and the ultimate destination of the transcendence of education. Education, as a social practice, is not only a transcendent activity. Moreover, the transcendence of human beings is regarded as an activity of purpose. The transcendence of educational activities has inherent identity with the transcendence of human beings. In the educational activities of transcendence, the transcendence of human beings is not only the purpose of educational activities, It is also the existence of educational activities. The unspecified nature of man objectively requires that one must transcend one's own physical limitations, and that one's self-consciousness enables one to realize one's own shortcomings and limitations, and that one's hope for the future is a permanent motive force for one's courage to transcend, so that man has transcendence. The existence of transcendent person is the logical starting point of educational transcendence. The transcendence of education in the macro field mainly shows as follows: the surpassing of education to social reality, the surpassing of education to time and space, the criticism and transcendence of educational thought, the reform and transcendence of educational system and the transcendence of ideal education to realistic education. The transcendence of education in the micro field mainly shows as follows: the transcendence of being without oneself, the transcendence of intangibility to the tangible, the transcendence of being unable to transcend the law, and the transcendence of infinity to the finite. The transcendence of education is the surpassing of the younger generation to the older generation, the transcendence of the educatee to the educator, and the self-transcendence of the educational subject. Education, as a social practical activity to train human beings, is bound to have certain relations with social economy, politics and culture objectively. The transcendence of education and the extent to which it is brought into play depend on the awakening of people's transcendence consciousness. It depends on respect for the relative independence of education, the development of social economy and the process of social democratization. There is a limit to the transcendence of education. Neither the transcendence of human beings nor the transcendence of education based on human transcendence can be based on the premise of harming the existence of human life. Nor can education surpass the normal development of social economy. The transcendence of education starts from practice and finally practice is the transcendence of the world on this shore. The purpose of exploring the limits of educational transcendence is to show that emphasizing the transcendence of education is not the negation of educational adaptability. To pay attention to the transcendence of education should be based on grasping the dialectical relationship between adaptation and transcendence of education. Grasp the limits of educational transcendence and seek the dynamic balance between educational adaptation and transcendence.
【学位授予单位】：东北师范大学
【学位级别】：博士
【学位授予年份】：2010
【分类号】：G40

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