现代性视域下我国人性化教育的重审与复归

发布时间：2018-01-12 21:11

本文关键词：现代性视域下我国人性化教育的重审与复归　出处：《南通大学学报(社会科学版)》2017年02期 　论文类型：期刊论文

【摘要】：现代性不仅仅关系着现代社会的政治、经济和文化问题,而且关系着现代社会的教育问题。作为现代性内涵的理性和科学一方面促进了科技的发展和社会的进步,另一方面却使得现代社会的教育成为了受教育者个体谋生的手段,成为了为国家培养可利用的奴性工具的手段。在现代性条件下,社会教育总体上呈现出一种“非人性”态势:学校教育的教育内容重理性知识的传授,教育过程过于突显纪律、训练,忽视人性中非理性情感因素,结果造成受教育者个体畸形的、片面的发展。面对现代性带给教育体系的诸多困境,我们必须树立马克思主义人性观,坚持以人的全面发展为目标,遵循受教育者的身心发展规律,科学合理地实施人性化教育内容和采用人性化教育手段,培养和造就受教育者丰满的人性。
[Abstract]:Modernity is not only related to the political, economic and cultural problems of modern society. On the one hand, rationality and science, as the connotation of modernity, promote the development of science and technology and the progress of society. On the other hand, the education of modern society has become the means for the educated individual to earn a living and the means to cultivate the servile tools available for the country. On the whole, social education presents a situation of "non-humanity": the educational content of school education emphasizes the imparting of rational knowledge, and the educational process highlights discipline, training and neglecting irrational emotional factors of human nature. In the face of the difficulties brought by modernity to the educational system, we must set up Marxist view of human nature and adhere to the goal of all-round development of human beings. According to the law of the physical and mental development of the educatees, the contents of humanized education and the means of humanized education should be carried out scientifically and reasonably, so as to cultivate and bring up the full human nature of the educatees.
【作者单位】：南京师范大学教育科学学院;南京特殊教育师范学院语言学院;
【分类号】：G40-02
【正文快照】： 一、现代性的隐忧国外学术界对于现代性有以下几种解释:第一种解释认为“现代性”是一个特定的历史时期。韦伯以及其他思想家曾经这样阐述,现代性指“中世纪”或封建主义时代之后到来的那个时代,它是一个历史断代术语。显然这种解释混淆了“现代性”与真正指称历史时期的“现

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