本文選題：人性 + 教育人性化　； 參考：《華東師范大學學報(教育科學版)》2015年02期

【摘要】：在探討教育人性化時,學術界多從教育反人性化的視角透視教育中存在的問題,忽略對教育反人性化概念本身的深層剖析,混淆了其與教育非人性化和教育弱人性化之間的關系�；诖�,本文利用目的-手段范疇,來揭示、澄清教育反人性化、教育非人性化與教育弱人性化的內(nèi)涵、界限及其關系。教育反人性化的本質是"馴化"的教育,即背離人性的教育;教育非人性化的本質是"物化"的教育,即脫離人性的教育;教育弱人性化的本質是"異化"的教育,即偏離人性的教育。因此,教育應當脫離"馴化"的羈絆,逃避"物化"的羅網(wǎng),擺脫"異化"的藩籬,從而走向本真、圓融和自由。
[Abstract]:When discussing the humanization of education, the academic circles often look into the problems in education from the perspective of anti-humanization of education, neglecting the deep analysis of the concept of anti-humanization in education. It confuses the relationship between it and educational dehumanization and education weak humanization. Based on this, this paper makes use of the category of purpose and means to reveal and clarify the connotation, boundary and relationship of education anti-humanization, education dehumanization and education weak-humanization. The essence of anti-humanization of education is the education of "domestication", that is, the education that deviates from human nature; the essence of non-humanization of education is the education of "materialization", that is, the education that is divorced from human nature; the essence of humanization of education is the education of "alienation". Education that deviates from human nature. Therefore, education should break away from the fetters of "domestication", escape the net of "materialization" and get rid of the fence of "alienation" so as to be true, mellow and free.
【作者單位】： 華南師范大學教育科學學院;
【基金】：國家社會科學基金“十二五”規(guī)劃教育學一般課題“人性的教育學意義及教育人性化的實踐策略”(BAA130007)
【分類號】：G40

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本文編號：2034094