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  本文選題：教育　切入點：超越　出處：《東北師范大學(xué)》2010年博士論文

【摘要】： 教育具有超越性,教育的超越性就是教育超出既有現(xiàn)實規(guī)定性(物質(zhì)或非物質(zhì)上的限制)以及教育活動和內(nèi)部諸要素在某方面超出的本質(zhì)特性。 教育的超越性始于人的超越性,通過人的超越性,又歸結(jié)于人的超越性。人的超越性是教育超越性的出發(fā)點、連接點和最終歸宿。 教育作為培養(yǎng)人的社會實踐活動,不僅是人所從事的超越性的活動,而且也是把人的超越性作為目的性的活動。教育活動的超越性與人的超越性具有內(nèi)在的同一性。在超越性的教育活動中,人的超越性不僅是教育活動的目的,而且也是教育活動的存在方式。 人的未特定化客觀上要求人必須超越自身生理上的限制,人的自我意識使人能認(rèn)識到自身的不足和局限,人對未來的希望是人們勇于超越的永久動力,因此,人具有超越性,作為超越性的人的存在是教育超越性的邏輯起點。 教育的超越性在宏觀領(lǐng)域主要表現(xiàn)為:教育對社會現(xiàn)實的超越;教育對時間空間的超越;教育思想的批判與超越;教育制度的變革與超越以及理想教育對現(xiàn)實教育的超越。 教育的超越性在微觀領(lǐng)域的超越主要表現(xiàn)為:無我對有我的超越;無形對有形的超越;無法對有法的超越;無限對有限的超越。 教育的超越性還表現(xiàn)為:年輕一代對年長一代的超越;受教育者對教育者的超越,以及教育主體的自我超越。 教育作為培養(yǎng)人的社會實踐活動,客觀上必然與社會的經(jīng)濟、政治和文化等產(chǎn)生一定關(guān)系。教育的超越性的發(fā)揮以及發(fā)揮到何種程度有賴于人們超越意識的覺醒,有賴于人們對教育相對獨立性的尊重,更有賴于社會經(jīng)濟的發(fā)展和社會民主化進程。 教育的超越性是有限度的,無論是人的超越,還是基于人的超越性之上的教育的超越都不能以損害人的生命存在為前提;教育也不能超越社會經(jīng)濟的正常發(fā)展,更不能危脅到國家的經(jīng)濟安全;教育的超越起于實踐,終于實踐,是此岸世界的超越。 探求教育超越的限度旨在表明,強調(diào)教育的超越性,并不是對教育適應(yīng)性的否定。關(guān)注教育的超越性,理應(yīng)在把握教育的適應(yīng)與超越之間的辯證關(guān)系的基礎(chǔ)上,把握教育超越的限度并尋求教育適應(yīng)與超越的動態(tài)平衡。
[Abstract]:Education has transcendence, the transcendence of education is the essential characteristic that education exceeds the existing realistic stipulation (material or immaterial limitation) and the educational activity and internal elements in some aspect. The transcendence of education begins with the transcendence of human beings, and through the transcendence of human beings, it comes down to the transcendence of human beings, whose transcendence is the starting point, the connecting point and the ultimate destination of the transcendence of education. Education, as a social practice, is not only a transcendent activity. Moreover, the transcendence of human beings is regarded as an activity of purpose. The transcendence of educational activities has inherent identity with the transcendence of human beings. In the educational activities of transcendence, the transcendence of human beings is not only the purpose of educational activities, It is also the existence of educational activities. The unspecified nature of man objectively requires that one must transcend one's own physical limitations, and that one's self-consciousness enables one to realize one's own shortcomings and limitations, and that one's hope for the future is a permanent motive force for one's courage to transcend, so that man has transcendence. The existence of transcendent person is the logical starting point of educational transcendence. The transcendence of education in the macro field mainly shows as follows: the surpassing of education to social reality, the surpassing of education to time and space, the criticism and transcendence of educational thought, the reform and transcendence of educational system and the transcendence of ideal education to realistic education. The transcendence of education in the micro field mainly shows as follows: the transcendence of being without oneself, the transcendence of intangibility to the tangible, the transcendence of being unable to transcend the law, and the transcendence of infinity to the finite. The transcendence of education is the surpassing of the younger generation to the older generation, the transcendence of the educatee to the educator, and the self-transcendence of the educational subject. Education, as a social practical activity to train human beings, is bound to have certain relations with social economy, politics and culture objectively. The transcendence of education and the extent to which it is brought into play depend on the awakening of people's transcendence consciousness. It depends on respect for the relative independence of education, the development of social economy and the process of social democratization. There is a limit to the transcendence of education. Neither the transcendence of human beings nor the transcendence of education based on human transcendence can be based on the premise of harming the existence of human life. Nor can education surpass the normal development of social economy. The transcendence of education starts from practice and finally practice is the transcendence of the world on this shore. The purpose of exploring the limits of educational transcendence is to show that emphasizing the transcendence of education is not the negation of educational adaptability. To pay attention to the transcendence of education should be based on grasping the dialectical relationship between adaptation and transcendence of education. Grasp the limits of educational transcendence and seek the dynamic balance between educational adaptation and transcendence.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2010
【分類號】：G40

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本文編號：1664184