德国教化思想研究  

A Study of Bildungstheorien in Germany

作　　者：彭正梅[1] 

机构地区：[1]华东师范大学国际与比较教育研究所,上海200062

出　　处：《教育学报》2010年第2期8-15,24,共9页Journal of Educational Studies

基　　金：上海市浦江人才项目(因其固然:现代西方教育基本理念)的部分研究成果

摘　　要：教化是德国教育学的核心概念之一,体现了德国教育学的人文特性和民族特色。从作为目的的教化来看,教化体现了一种非政治的带有美学色彩的全人理想;从作为过程的教化来看,教化体现了异化与复归的无尽的辨证过程,人与世界(文化)的无尽的相互作用。教化的文化关怀,体现了德意志民族对自身文化身份的寻求及其与纳粹的千丝万缕的联系;教化的非政治性,体现了一种对教育的自身逻辑的寻求,但在教育日益工具化和教育科学日益科学技术化的今天,正面临严重的挑战。Bildung is one of the key concepts of educational sciences in Germany,which embodies the characteristics of humanity and ethnic of educational sciences in Germany.Bildung as aim is a kind of apolitical and aesthetical ideal of whole person;Bildung as process is an endless dialectical process of alienation and return,and an endless interaction between human being and the world（culture）.With its emphasis on culture,Bildung can be regarded as a search for the national identity and reflects its close relation with Nazi;with regard to its apolitical nature,Bildung can be regarded as a pursuit of the self-logic of education,which is greatly challenged by the increasing instrumentalization of education and the increasing scientization and technologizing of the educational science in today＇s world.

关 键 词：教化 主体-世界关系 自身逻辑 

分 类 号：G519[文化科学—教育学]