本文選題：教育本質(zhì) + 生態(tài)哲學　； 參考：《沈陽工業(yè)大學》2015年碩士論文

【摘要】：隨著人類的進步和社會的發(fā)展,中國教育經(jīng)歷了由傳統(tǒng)教育向現(xiàn)代教育的轉(zhuǎn)型,教育的本質(zhì)也經(jīng)歷了從社會生存向技術(shù)生存轉(zhuǎn)向。因此,人們的生活也隨之發(fā)生很大的改變。中國教育功勛卓著,但也存在突出的問題。教育至始至終都與人、社會和自然環(huán)境有著密不可分的聯(lián)系,它是伴隨人類社會的出現(xiàn)而產(chǎn)生的社會現(xiàn)象。生存對于生物來說是最重要的目標,人類學會生存的教育本質(zhì)是人類維持生存狀態(tài)最重要的活動。在生態(tài)哲學視角下研究教育本質(zhì)是必要的。在農(nóng)業(yè)技術(shù)體系為基礎(chǔ)的生存方式下,教育本質(zhì)是教人學會社會生存。中國傳統(tǒng)教育與農(nóng)業(yè)技術(shù)體系密切相關(guān),主要表現(xiàn)為家庭教育。人們主要通過家長的知識傳授來學會在社會中的生存本領(lǐng)。社會生存是教育在人類生命歷程中需要實現(xiàn)的至關(guān)重要的職能之一,它的基本條件是語言和文字,它的更高要求是人的行為。其教育的目的蘊含著實現(xiàn)人的生態(tài)化的追求,也體現(xiàn)著為社會生態(tài)系統(tǒng)提供人才。中國傳統(tǒng)教育異化使教育本質(zhì)逐漸背離技術(shù)之路。其內(nèi)容異化為蔑視對自然的技術(shù);其目的異化為盲目追求當官和謀求仕途;其對象異化為人的創(chuàng)造力被扼殺。在工業(yè)技術(shù)體系為基礎(chǔ)的生存方式下,教育本質(zhì)是教人學會技術(shù)生存�，F(xiàn)代教育本質(zhì)中教育的主體主要是教師和學生;客體包含教學內(nèi)容、教學設(shè)施設(shè)備及場所等�，F(xiàn)代教育使學生逐漸形成了僵化的自然觀;但也使人們創(chuàng)造出了非凡的科技成果。現(xiàn)代教育的本質(zhì)經(jīng)歷了由社會生存轉(zhuǎn)向技術(shù)生存的過程,帶來了一系列影響。人們從轉(zhuǎn)向中獲得啟示對人類選擇未來的生存發(fā)展道路有著至關(guān)重要的意義�？傊�,人們不僅要學會社會生存,還要學會技術(shù)生存。這是教育最終要實現(xiàn)的根本目標,也是生態(tài)哲學上教育本質(zhì)的最終表現(xiàn)。在走向生態(tài)紀元的道路上,人類也許在歷經(jīng)教育本質(zhì)異化的坎坷后,才能真正學會生存。
[Abstract]:With the progress of human beings and the development of society, Chinese education has experienced a transition from traditional education to modern education, and the essence of education has also experienced a shift from social survival to technological survival. As a result, people's lives have also changed a lot. China's outstanding achievements in education, but there are also outstanding problems. Education is closely related to people, society and natural environment. It is a social phenomenon with the appearance of human society. Survival is the most important goal for living things, and the educational essence of learning to survive is the most important activity for human beings to maintain their living state. It is necessary to study the essence of education from the perspective of ecological philosophy. Based on the agricultural technology system, the essence of education is to teach people how to survive in society. Chinese traditional education and agricultural technology system are closely related, mainly for family education. People learn to survive in society mainly through the knowledge of their parents. Social survival is one of the most important functions of education in the course of human life. Its basic condition is language and writing, and its higher requirement is human behavior. The purpose of its education contains the pursuit of realizing the ecology of human beings, and also embodies the provision of talents for the social ecosystem. The alienation of Chinese traditional education makes the essence of education deviate from the way of technology. Its content is alienated as disdain to the technology of nature, its aim is to pursue the official position blindly and to seek the official career, and its object is that the creativity of the human being is strangled. The essence of education is to teach people how to survive on the basis of industrial technology system. In the essence of modern education, the main body of education is mainly teachers and students, and the object includes teaching contents, teaching facilities and places. Modern education has gradually formed a rigid view of nature, but also made people create extraordinary scientific and technological achievements. The essence of modern education has experienced a process from social survival to technological survival, which has brought a series of influences. It is very important for people to choose the way of survival and development in the future. In short, people should learn not only social survival, but also technological survival. This is the ultimate goal of education and the ultimate manifestation of the essence of education in ecological philosophy. On the way to the ecological epoch, human beings may learn to survive after the ups and downs of the alienation of the essence of education.
【學位授予單位】：沈陽工業(yè)大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G40-011

【參考文獻】

相關(guān)期刊論文 前10條

1 張晚林;姜燕;;“學達性天”解——教育目的之存在論詮釋[J];重慶高教研究;2013年02期

2 劉書辰;;淺談學校教育存在的問題及政策建議——發(fā)展中國特色社會主義文化進程中的相關(guān)思考[J];東方企業(yè)文化;2013年01期

3 劉京虹;;淺析程朱理學與經(jīng)院哲學之異同——以朱熹和托馬斯·阿奎那為例[J];常州大學學報(社會科學版);2012年04期

4 普麗春;袁飛;;少數(shù)民族非物質(zhì)文化遺產(chǎn)教育傳承的主體及其作用[J];民族教育研究;2012年01期

5 李林洪;鄭繼海;;以適應社會為導向,完善高職院校人才培養(yǎng)研究與實踐[J];廣東技術(shù)師范學院學報;2011年10期

6 褚宏啟;;論教育發(fā)展方式的轉(zhuǎn)變[J];教育研究;2011年10期

7 劉旭東;吳銀銀;;中國近代科學教育思想的回溯、反思與觀照[J];自然辯證法通訊;2011年04期

8 李婷;;對AECT’2005教育技術(shù)定義的若干思考[J];軟件導刊(教育技術(shù));2011年03期

9 左鐵峰;高巍;;基于中國傳統(tǒng)文化觀產(chǎn)品設(shè)計的價值分析[J];黃山學院學報;2010年06期

10 李江源;;論教育制度變遷[J];河北師范大學學報(教育科學版);2010年11期

相關(guān)碩士學位論文 前1條

1 楊敬林;湖南稅務(wù)高等�？茖W校辦學轉(zhuǎn)型研究[D];中南大學;2006年

，

本文編號：2049579