本文選題：人學觀 + 實踐��； 參考：《東北師范大學》2008年博士論文

【摘要】： 教育現代性危機是現代性危機在教育領域的體現。面對現代教育的危機,改革一直就都在進行。但是各種形形色色的教育改革并沒有取得我們滿意的效果,現代教育的弊端并沒有隨著教育改革的進行而有所很大改觀。假如改革只是著眼于教育方法或教育內容,教育組織或教育模式等細節(jié)問題,則難于取得滿意的效果�，F代教育問題的深層原因到底在哪里?面對現代教育的困境,必須尋找教育轉變的“阿基米德點”,才會有實質性的突破。人是教育的出發(fā)點和歸宿點,教育是從對人的理解和把握開始的。人學觀問題是深深根植于教育理論和實踐之中,影響到人的教育觀念和教育行為的根本問題,也是影響到教育理論建構與發(fā)展的核心問題。當代教育“叢林”式問題都可以歸結到教育中對人的看法這個本原問題。因此,在尋找現代教育困境原因,探索改革出路的時候,我們理所當然地把視角投向了教育中的人學觀問題,也就是人對自身的理解和把握問題。我們沒有局限于諸如課程、教師、管理等表面問題,而是從這個深層次問題入手,去尋找教育現代性危機之根源,并通過重建“人”的整體性觀念,探索“整體人”觀念視野下教育的發(fā)展路向,試圖在思想上為現代教育的變革提供一種新的思路。 圍繞以上研究目的與研究思路,本論文整體論證框架如下: 導論:“人”的觀念:教育理論與實踐探索的邏輯起點。首先回答了本論文帶有前提基礎性的問題:教育為什么要認識人?為什么把“人”的觀念看作是教育理論與實踐探索的邏輯出發(fā)點?隨之提出了本論文要研究的問題和研究思路,以及理論基礎和研究方法。 第一章:教育的現代性危機與“人”的觀念危機。這一章節(jié)主要闡述了教育現代性危機的表現、危機的后果,然后從“人”的視角分析教育現代性危機的根源。教育現代性危機主要表現為教育的麥當勞化:追求效率、追求量化、追求確定性以及追求可控制性。教育的現代性危機帶來現代教育價值的斷裂:教育失真、失善、失美。通過分析,本文認為教育現代性危機的根源在于“人”的觀念危機,“理性人”觀念是現代教育危機的深層根源所在。 第二章:單向度“理性人”觀念及其教育哲學上的批判。這一章節(jié)主要闡述了“理性人”觀念及其教育思想的歷史發(fā)展脈絡,然后分析了西方教育哲學對“理性人”觀念的批判以及趨向“人”的整體性觀念的努力及其最終命運�！袄硇匀恕庇^念發(fā)展具有一個漫長的歷史過程,到現代蛻變?yōu)楣ぞ呃硇匀恕，F代教育陷入到工具理性主義危機。面對危機,西方教育哲學流派從不同角度對現代教育中“理性人”觀念進行了批判,為擺脫被抽象化、工具化,追求人的完整性和具體性作出了努力的嘗試,由于其自身存在的理論缺陷,因而不太可能帶來學校教育理論和實踐的全然更新,甚至帶來教育改革的盲目。 第三章:批判的批判:實踐論視閾下的“整體人”觀念。這一章主要從馬克思主義實踐論出發(fā),對“人”的整體性觀念建構重新進行探索。人學范式在人的認識活動中起著根本性的作用,“人”的整體性觀念的建構,關鍵在于人學范式的變換,也就是從本體論人學范式到實踐論人學范式。人學范式轉變的根本在于思維方式的轉變。馬克思主義實踐論思維方式以“人”的方式還人以人的本來面目,實現了對人的整體性認識。 第四章:“整體人”觀念下教育內涵的闡釋。這一章從人的實踐性出發(fā),闡述在“人”的整體性觀念視野下,對教育的內涵理解在視角上的變化。它帶來了教育內涵的重新闡釋,即意味著從工具到意義、從實體到關系、從塑造人到生成人的轉變。把教育理解成“在人的本質關系中促進人的自我發(fā)展與自我完善的交往實踐活動”,我們認為符合人的本真,也是教育本真價值的體現。 第五章:“整體人”觀念下教育特性的重新闡釋。我們立足于“整體人”觀念,從人的因素分析了教育表現出非連續(xù)性、非確定性、情境性、創(chuàng)造性和生成性的特征。這樣的理解也是相對的,因為我們不能排除教育規(guī)律性和可控制性的一面。 第六章:“整體人”觀念下教育的發(fā)展路向。這一章從人的實踐性出發(fā),闡述在“人”的整體性觀念視野下,教育的實踐發(fā)展的合理路向。人的實踐生成是生命的生成,是在生活之場域中的生成,是在交往中的生成,而且貫穿于人的生命的始終的過程,關懷生命、回歸生活、趨向交往、走向終身教育和學習化社會是對“人”的整體性觀念重新建構之后現代教育的必然發(fā)展路向選擇。
[Abstract]:The crisis of modernity in education is the embodiment of the modern crisis in the field of education. Facing the crisis of modern education, reform has been carried out all the time. However, various kinds of educational reforms have not achieved satisfactory results. The disadvantages of modern education have not been greatly improved with the progress of educational reform. In terms of educational methods or educational contents, educational organization or educational model, it is difficult to achieve satisfactory results. Where is the deep reason for the problem of modern education? In the face of the predicament of modern education, the "Archimedes point" of educational transformation must be found. Education begins with the understanding and grasp of people. The problem of human learning is deeply rooted in the theory and practice of education, which affects the fundamental problem of the idea of education and the behavior of education. It is also the core issue that affects the construction and development of educational theory. The "Jungle" questions in contemporary education can be attributed to the views of the people in education. Therefore, when looking for the reasons for the predicament of modern education and exploring the way out for reform, we rightly put the angle of view on the problem of human learning in education, that is, people's understanding and grasp of themselves. We are not limited to the surface problems such as curriculum, teachers, and management, but from this deep problem, To find the root of the crisis of modernity in education, and to explore the direction of the development of Education under the view of "the whole man" by rebuilding the holistic concept of "man", and to try to provide a new idea for the reform of modern education in thought.
Based on the above research purposes and research ideas, the overall framework of the thesis is as follows:
Introduction: the concept of "man": the logical starting point of the exploration of educational theory and practice. First, it answers the question of the basic premise of this thesis: why should education be aware of people? Why should the concept of "man" be regarded as the logical starting point for the exploration of educational theory and practice? And theoretical basis and research methods.
Chapter one: the crisis of modernity in education and the crisis of "man". This chapter mainly expounds the manifestation of the crisis of modernity in education, the consequences of the crisis, and then analyzes the root of the crisis of modernity in education from the perspective of "human". The crisis of education modernity is mainly manifested in the work of education, namely, the pursuit of efficiency, the pursuit of quantification and the pursuit of certainty. The modernity crisis of education brings the fracture of modern education value: Education distortion, loss of good, loss of beauty. Through analysis, this paper holds that the root of the crisis of education modernity lies in the "human" concept crisis, and the concept of "rational man" is the deep root of the modern education crisis.
The second chapter: the one direction "rational man" concept and the criticism of its educational philosophy. This chapter mainly expounds the historical development of "rational man" concept and its educational thought, and then analyzes the criticism of the western educational philosophy on the "rational man" concept and the efforts to trend the holistic concept of "man" and its ultimate destiny. The development of the concept of sex has a long historical process, to the modern transformation into instrumental rationality. Modern education has fallen into the crisis of instrumental rationalism. Facing the crisis, western educational philosophy schools criticize the concept of "rational man" in modern education from different angles, in order to be abstracted, instrumentalism, and pursuit of human integrity. As a result of the theoretical defects of its own existence, it is unlikely that the theory and practice of school education will be completely updated and even the educational reform is blind.
The third chapter: critical Criticism: the concept of "holistic man" from the perspective of practice. This chapter, starting from Marx's theory of practice, reexplores the construction of the holistic concept of man. The paradigm of human learning plays a fundamental role in human cognitive activities, and the key to the construction of the holistic concept of "man" lies in the paradigm of human learning. Transformation is from the ontological paradigm to the practice of human learning. The fundamental of the transformation of the paradigm of human learning lies in the transformation of the way of thinking. The way of thinking of Marx's practice is to realize the holistic understanding of the human being in the way of man.
The fourth chapter is the interpretation of the connotation of Education under the concept of "the whole man". This chapter, starting with the practice of human beings, expounds the changes in the understanding of the connotation of education in the perspective of the holistic concept of man, which brings about the reinterpretation of the connotation of education, that is, from tools to meaning, from entity to relationship, from shaping man to adult. Transformation. To understand education as "the communicative practice of promoting human self development and self perfection in the essential relationship of human beings", we believe that the true truth of human beings is the embodiment of the true value of education.
The fifth chapter is the reinterpretation of the educational characteristics under the concept of "the whole man". Based on the concept of "the whole person", we analyze the characteristics of education showing discontinuity, uncertainty, situation, creativity and generative nature from human factors. This understanding is also relative, because we can not exclude the regularity and controllability of education.
The sixth chapter is the direction of the development of Education under the concept of "the whole man". From the practice of man, this chapter expounds the rational way of the development of education in the view of the holistic concept of man, the generation of human practice is the generation of life, the generation in the field of life, the generation of the communication and the life of people. The whole process, caring for life, returning to life, tending to communication, moving towards lifelong education and learning society is the inevitable choice for the development of modern education after the reconstruction of the holistic concept of "man".

【學位授予單位】：東北師范大學
【學位級別】：博士
【學位授予年份】：2008
【分類號】：G40

【引證文獻】

相關博士學位論文 前1條

1 楊明宏;教育管理的人性邏輯[D];西南大學;2011年

相關碩士學位論文 前1條

1 李穎輝;論育人為本的教育理念[D];東北師范大學;2012年

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本文編號：1867515