基于人性角度的教育实然发展与应然追求的价值冲突与平衡

发布时间：2018-04-29 20:31

本文选题：人性 + 实然　；参考：《首都师范大学学报(社会科学版)》2011年04期

【摘要】：教育是人的教育,人作为一种永恒的价值存在物,要求教育持续地赋予人以价值生活能力,教育的理想追求因而成为人谋求自身高层次存在状态的外在反映。因此,教育的应然追求是人类基于本体论的哲学基础进行思辨性思维的结果;同时,教育处在社会中,教育发展中的社会功利要求不可缺少也无可厚非。教育的实然发展则是在实证论基础上进行实证性思维的产物。教育单纯在其中任何一极上的发展都不足以在全部意义上满足人性与社会发展的真正需要,也未能在完全维度上认清人与社会生存的真实状况。由此,在教育的实然发展与应然追求的价值冲突上,文章倡导实然向应然的趋近、实然与应然的动态平衡与和谐发展。
[Abstract]:Education is the education of human beings. As a kind of eternal value being, education is required to endow people with the ability of value life continuously. The ideal pursuit of education becomes the external reflection of people seeking for their own high-level existence. Therefore, the pursuit of education should be the result of human speculative thinking based on the philosophical basis of ontology; at the same time, in society, the social utilitarian requirements in the development of education are indispensable and irreproachable. The real development of education is the result of positive thinking on the basis of empirical theory. The development of education in any of these poles is not enough to satisfy the real needs of human nature and social development in the whole sense, nor can it recognize the real situation of human and social survival in a complete dimension. Therefore, on the value conflict between the development of education and the pursuit of ought, the article advocates the approach of reality to ought, the dynamic balance and harmonious development between reality and ought.
【作者单位】：东北师范大学教育科学学院;鞍山师范学院教育科学与技术学院;
【分类号】：G40-02

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