本文選題：馬克思 + 人權(quán)教育　； 參考：《河南科技大學(xué)》2011年碩士論文

【摘要】：人權(quán)教育是關(guān)于人權(quán)的啟蒙教育、基礎(chǔ)教育和普及教育,是營(yíng)造一個(gè)可以讓人權(quán)的標(biāo)準(zhǔn)、原則和機(jī)制得以運(yùn)行的政治文化環(huán)境,培養(yǎng)一種以人權(quán)精神和人權(quán)內(nèi)涵為基礎(chǔ)的社會(huì)生活方式和價(jià)值理念。馬克思在吸收和批判文藝復(fù)興時(shí)期、啟蒙運(yùn)動(dòng)時(shí)期、德國(guó)古典哲學(xué)時(shí)期人權(quán)教育思想以及黑格爾人權(quán)教育思想的基礎(chǔ)上,形成了自己在唯物史觀立場(chǎng)上的人權(quán)教育思想。對(duì)馬克思人權(quán)教育思想進(jìn)行研究,有助于豐富馬克思主義基本理論的研究,同時(shí)對(duì)我們正確理解中國(guó)特色社會(huì)主義人權(quán)理論,構(gòu)建社會(huì)主義和諧社會(huì)具有重要意義。全文主要由四個(gè)部分的內(nèi)容來(lái)構(gòu)成: 首先,對(duì)人權(quán)與人權(quán)教育的內(nèi)涵以及馬克思人權(quán)教育的特征思想進(jìn)行了探討。人權(quán)是人作為人享有或應(yīng)該享有的權(quán)利,人權(quán)教育是關(guān)于人權(quán)的啟蒙教育、基礎(chǔ)教育和普及教育;批判性是馬克思人權(quán)教育思想的主要特征。 其次,對(duì)馬克思人權(quán)教育思想的理論淵源進(jìn)行了梳理。文藝復(fù)興時(shí)期人權(quán)教育思想強(qiáng)調(diào)對(duì)人的關(guān)注,重視人的基本權(quán)利。啟蒙運(yùn)動(dòng)時(shí)期代表人物盧梭的人權(quán)教育思想主要是反對(duì)違反自然、摧殘人性的封建主義教育制度,倡導(dǎo)順應(yīng)人的本性和適應(yīng)身心發(fā)展的自然教育;洛克的人權(quán)教育思想主要在于強(qiáng)調(diào)人的全面發(fā)展。德國(guó)古典哲學(xué)時(shí)期的代表人物康德非常重視道德教育,認(rèn)為教育的價(jià)值和意義主要在于人只有通過(guò)教育才能成為真正意義上的人。黑格爾的人權(quán)教育思想對(duì)馬克思影響非常大,他認(rèn)為教育的本質(zhì)在于實(shí)現(xiàn)人的自由,主旨是通過(guò)人權(quán)教育使人達(dá)到主觀意志和客觀性的統(tǒng)一。 再次,對(duì)馬克思人權(quán)教育思想的主要內(nèi)容進(jìn)行了概括。在《萊茵報(bào)》時(shí)期,馬克思站在理性主義的立場(chǎng)上對(duì)奴役人與壓迫人的德國(guó)封建專(zhuān)制制度進(jìn)行了批判,以期喚醒人們的自由意識(shí);在《德法年鑒》時(shí)期,馬克思站在現(xiàn)實(shí)主義的立場(chǎng)上,對(duì)啟蒙思想家所主張的人權(quán)進(jìn)行了祛魅,以期喚醒人們的無(wú)產(chǎn)階級(jí)意識(shí)。之后,馬克思站在唯物史觀的立場(chǎng)上,對(duì)自由主義人權(quán)的進(jìn)行了辛辣的批判,強(qiáng)調(diào)無(wú)產(chǎn)階級(jí)不能被抽象的自由與平等的口號(hào)所迷惑,以實(shí)現(xiàn)人類(lèi)解放為己任。 最后,闡述了馬克思人權(quán)教育思想對(duì)我們的啟示。馬克思人權(quán)教育思想有助于我們正確理解中國(guó)特色社會(huì)主義人權(quán)理論。另外,構(gòu)建社會(huì)主義和諧社會(huì)也必須以馬克思人權(quán)教育思想為指導(dǎo),堅(jiān)持以人為本原則,解決好資本對(duì)勞動(dòng)之間的矛盾以及政治國(guó)家的公權(quán)力與公民的私權(quán)利之間的矛盾。
[Abstract]:Human rights education is an enlightening education on human rights, basic education and universal education. It is a political and cultural environment in which human rights standards, principles and mechanisms can operate. Cultivate a social life style and value concept based on the spirit and connotation of human rights. On the basis of absorbing and criticizing the thought of human rights education in Renaissance, Enlightenment, German classical philosophy and Hegel's human rights education, Marx formed his own human rights education thought on the standpoint of historical materialism. The study of Marx's thought of human rights education is helpful to enrich the study of Marxist basic theory, at the same time, it is of great significance for us to correctly understand the theory of socialist human rights with Chinese characteristics and to build a harmonious socialist society. The full text consists of four parts: Firstly, the connotation of human rights and human rights education and Marx's characteristic thought of human rights education are discussed. Human rights are the rights that human beings enjoy or should enjoy. Human rights education is the enlightenment education, basic education and universal education about human rights, and criticism is the main characteristic of Marx's human rights education thought. Secondly, the theoretical origin of Marx's thought of human rights education is combed. The thought of human rights education during the Renaissance emphasized the concern of human beings and the basic rights of human beings. Rousseau's thought of human rights education during the Enlightenment period was mainly opposed to the feudal education system which violated nature and destroyed human nature, and advocated natural education to conform to human nature and to adapt to the development of body and mind. Locke's thought of human rights education mainly emphasizes the all-round development of human beings. Kant, the representative of German classical philosophy, attaches great importance to moral education, and thinks that the value and significance of education mainly lies in the fact that people can become real people only through education. Hegel's thought of human rights education has a great influence on Marx. He thinks that the essence of education is to realize human freedom, and the purpose is to achieve the unity of subjective will and objectivity through human rights education. Thirdly, the main contents of Marx's thought of human rights education are summarized. In the "Rhine" period, Marx criticized the German feudal autocracy of enslavement and oppression on the standpoint of rationalism, in order to awaken people's consciousness of freedom. From the standpoint of realism, Marx disenchanted the human rights advocated by enlightenment thinkers in order to awaken people's proletarian consciousness. After that, Marx criticized liberalism and human rights from the standpoint of historical materialism, emphasizing that the proletariat should not be confused by the slogan of abstract freedom and equality and take the realization of human liberation as its own responsibility. Finally, it expounds the enlightenment of Marx's thought of human rights education to us. Marx's thought of human rights education helps us to correctly understand the theory of socialist human rights with Chinese characteristics. In addition, the construction of a harmonious socialist society must be guided by Marx's thought of human rights education, adhere to the people-oriented principle, and resolve the contradiction between capital and labor and between the public power of the political state and the private rights of the citizens.
【學(xué)位授予單位】：河南科技大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2011
【分類(lèi)號(hào)】：A811;D082

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