人性视域与教育之道  

Humanity Perspective and the Way of Educating

作　　者：胡金木[1] 冯建军[1] 

机构地区：[1]南京师范大学道德教育研究所,江苏南京210097

出　　处：《教育理论与实践》2011年第1期3-6,共4页Theory and Practice of Education

基　　金：江苏省2009年度普通高校研究生科研创新计划研究项目(项目编号:CX09B_075R);全国教育科学"十一五"规划重点课题<和谐社会中道德教育的独特性研究>(课题编号:DEA060111)的成果之一

摘　　要：人性假设是教育理论的立论之"基",有怎样的人性假设,就会有什么样的教育理论。在现实教育中,往往以"物性逻辑"来认识人及其教育世界,人等同于物件、器具。以"物性"代替人性,是现实教育之"惑",诠释的是教育中人性之"事实如何"。人性解放是教育所应秉承的理念与价值追求,是教育之"道",诠释的是教育中人性之"应当如何"。因此,我们应建"基"于人性假设,认识教育之"惑",从对人的贬抑和控制中走出来,达至人性解放,实现教育之"道"。The hypothesis of humanity is the basis of educational theory, which means what hypothesis of humanity determines what kind of educational theory. In the real education, human beings and the educational world are perceived through the physical logic, and human beings are equal to articles or instruments. Humanity is replaced by property, which is the ＂puzzlement＂ of real-life education and explains ＂what are the facts＂ about the humanity in education. The emancipation of humanity is just the concept education holds and the value education pursues. And it is also the way of educating and explains ＂what should be done＂ concerning the humanity in education. Therefore, we should understand the puzzlement of education based on the hypothesis of humanity, and then get out of the depreciation and control so as to achieve the emancipation of humanity and the way of educating.

关 键 词：教育 人性假设 人性困境 人性解放 

分 类 号：G40-02[文化科学—教育学原理]