教育人性化的三重遮蔽与敞明

发布时间：2018-06-18 04:31

  本文选题：人性 + 教育人性化　； 参考：《华东师范大学学报(教育科学版)》2015年02期

【摘要】：在探讨教育人性化时,学术界多从教育反人性化的视角透视教育中存在的问题,忽略对教育反人性化概念本身的深层剖析,混淆了其与教育非人性化和教育弱人性化之间的关系。基于此,本文利用目的-手段范畴,来揭示、澄清教育反人性化、教育非人性化与教育弱人性化的内涵、界限及其关系。教育反人性化的本质是"驯化"的教育,即背离人性的教育;教育非人性化的本质是"物化"的教育,即脱离人性的教育;教育弱人性化的本质是"异化"的教育,即偏离人性的教育。因此,教育应当脱离"驯化"的羁绊,逃避"物化"的罗网,摆脱"异化"的藩篱,从而走向本真、圆融和自由。
[Abstract]:When discussing the humanization of education, the academic circles often look into the problems in education from the perspective of anti-humanization of education, neglecting the deep analysis of the concept of anti-humanization in education. It confuses the relationship between it and educational dehumanization and education weak humanization. Based on this, this paper makes use of the category of purpose and means to reveal and clarify the connotation, boundary and relationship of education anti-humanization, education dehumanization and education weak-humanization. The essence of anti-humanization of education is the education of "domestication", that is, the education that deviates from human nature; the essence of non-humanization of education is the education of "materialization", that is, the education that is divorced from human nature; the essence of humanization of education is the education of "alienation". Education that deviates from human nature. Therefore, education should break away from the fetters of "domestication", escape the net of "materialization" and get rid of the fence of "alienation" so as to be true, mellow and free.
【作者单位】： 华南师范大学教育科学学院;
【基金】：国家社会科学基金“十二五”规划教育学一般课题“人性的教育学意义及教育人性化的实践策略”(BAA130007)
【分类号】：G40

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3 任f，

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