本文選題：人性 + 實然　； 參考：《首都師范大學(xué)學(xué)報(社會科學(xué)版)》2011年04期

【摘要】：教育是人的教育,人作為一種永恒的價值存在物,要求教育持續(xù)地賦予人以價值生活能力,教育的理想追求因而成為人謀求自身高層次存在狀態(tài)的外在反映。因此,教育的應(yīng)然追求是人類基于本體論的哲學(xué)基礎(chǔ)進(jìn)行思辨性思維的結(jié)果;同時,教育處在社會中,教育發(fā)展中的社會功利要求不可缺少也無可厚非。教育的實然發(fā)展則是在實證論基礎(chǔ)上進(jìn)行實證性思維的產(chǎn)物。教育單純在其中任何一極上的發(fā)展都不足以在全部意義上滿足人性與社會發(fā)展的真正需要,也未能在完全維度上認(rèn)清人與社會生存的真實狀況。由此,在教育的實然發(fā)展與應(yīng)然追求的價值沖突上,文章倡導(dǎo)實然向應(yīng)然的趨近、實然與應(yīng)然的動態(tài)平衡與和諧發(fā)展。
[Abstract]:Education is the education of human beings. As a kind of eternal value being, education is required to endow people with the ability of value life continuously. The ideal pursuit of education becomes the external reflection of people seeking for their own high-level existence. Therefore, the pursuit of education should be the result of human speculative thinking based on the philosophical basis of ontology; at the same time, in society, the social utilitarian requirements in the development of education are indispensable and irreproachable. The real development of education is the result of positive thinking on the basis of empirical theory. The development of education in any of these poles is not enough to satisfy the real needs of human nature and social development in the whole sense, nor can it recognize the real situation of human and social survival in a complete dimension. Therefore, on the value conflict between the development of education and the pursuit of ought, the article advocates the approach of reality to ought, the dynamic balance and harmonious development between reality and ought.
【作者單位】： 東北師范大學(xué)教育科學(xué)學(xué)院;鞍山師范學(xué)院教育科學(xué)與技術(shù)學(xué)院;
【分類號】：G40-02

【參考文獻(xiàn)】

相關(guān)期刊論文 前4條

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本文編號：1821442