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。
In exploring humanized education,researchers tend to look at education problems from the perspective of anti-humanization,without a further analysis of the concept of anti-humanized education.The difference among anti-humanization,dehumanization and weak humanization in education is obscure.Using the category of purpose-means,we seek to reveal and clarify the connotation of the three,their boundaries and interrelationships.We argue that the core of the anti-humanized education is domestication of education,which violates humanity;while the core of dehumanized education is the materialization of education,which is separate from humanity;and the core of weak humanization is alienation of education,which deviates from humanity.Therefore,education should develop towards truth-breaking away from the fetters of domestication,towards harmony-evading the snare of materialization,and towards freedom-getting rid of the fence of alienation.
出处
《华东师范大学学报（教育科学版）》
CSSCI
北大核心
2015年第2期1-9,共9页
Journal of East China Normal University:Educational Sciences
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)
关键词
人性
教育人性化
教育反人性化
教育非人性化
教育弱人性化
human nature
humanized education
anti-humanized education
dehumanized education
weak humanized education
