论教育的异化与扬弃  

On the Alienation and Elimination in Education

作　　者：张家军[1] 

机构地区：[1]西南大学教育科学研究所,重庆400715

出　　处：《教育理论与实践》2008年第10期3-7,共5页Theory and Practice of Education

基　　金：重庆市哲学社会科学规划项目(项目批准号:2007-JY06);西南大学博士基金项目研究成果之一

摘　　要：随着人类社会的发展,教育在向前发展的同时,也发生了异化。教育异化主要表现为:教育科层化、教育官僚化、教育数量化、教育共性化。教育之所以出现异化,是因为科学技术发生了异化,成为统治人的外在力量。教育异化的本质可从本体论、价值论和方法论三个方面来加以解读。要扬弃教育异化,使之回归到正常轨道上来,就必须:消除物对人的统治,确立合理的主客体关系;重视对人生命的终极关怀;正确地认识教育的价值。With the development of the society, education is inevitably affected to be alienated, for example, stratification, bureaucratization, quantification, and homogenization. To put the above phenomena under scrutiny, we can discover that the reason lies in the power of science and technology which has come to be the external force to control human beings. Educational alienation could be interpreted from three aspects： ontology, axiology and methodology. And to eliminate educational alienation, the following points are feasible and necessary： 1） to remove the control exerted on human beings by external matters, and to establish a proper relationship between objectivity and subjectivity; 2） to put more emphasis on the ultimate life of human beings; 3） to take a closer look at the value of education.

关 键 词：异化 教育异化 扬弃 

分 类 号：G40[文化科学—教育学原理]