开显生命的本真与自觉:当代教育目的论的澄明与复归

发布时间：2018-05-20 12:55

本文选题：教育目的论 + 工具理性　；参考：《伦理学研究》2015年04期

【摘要】：教育活动指向人并且通过人与人之间的对象性活动来实现,作为人类重要的社会实践活动,具有独立的、依循自身结构和规律所生成的内在目的和价值维度。由理性主义传统所预设的教育外在目的论,建立在抽象人性论的基础上,使教育活动本身处于外在的、附属性的地位,成为服膺于社会、政治、经济等外在目的工具和手段,在规训理性人、工具人的单一功能维度上,抽空了感性生命个体的丰富性和多样性。教育活动自身所追求的善,意味着开显感性生命个体的本真与自觉,从教育活动过程中自觉的生成和探索教育的目的,并在过程与目的之间建构共生与交融的关系。这一努力要求在批判教育目的工具主义倾向的同时,澄明和确立教育活动自身独立的内在目的和价值维度。
[Abstract]:As an important social practice of human being, educational activities are directed at people and are realized through the object activities between people. As an important social practice activity of human beings, educational activities have the intrinsic purpose and value dimension generated by their own structure and law. The educational extrinsic teleology presupposes by the rationalism tradition is based on the abstract theory of human nature, which makes the educational activity itself in an external and subordinate position and becomes a tool and means of serving the external purpose of society, politics, economy, and so on. In the single functional dimension of discipline rational person and tool person, the richness and diversity of the perceptual life individual are vacated. The goodness pursued by educational activities itself means that the essence and consciousness of perceptual individuals should be revealed, the purpose of education should be generated and explored consciously from the process of educational activities, and the relationship between process and purpose should be constructed. This effort requires that while criticizing the tendency of instrumentalism of educational purpose, we should clarify and establish the intrinsic purpose and value dimension of educational activity itself.
【作者单位】：中山大学马克思主义学院;
【基金】：广东省高等学校教学质量与教学改革项目“高校教师入职培训改革与发展模式研究” 中山大学港澳与内地合作发展协同创新中心项目“港澳国民教育与公民教育及其实施研究”(09060-31650010)
【分类号】：G40-011

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