论教育从“非人性化”到“人性化”的演进及启示——基于马克思关于人的发展理论的思考  

On the Evolution of Education from No-humanized to Humanized——Thought Based on Marx's Theory about Personal Development

作　　者：沈小强[1] 沈又红[2] 黎钰林[3] 

机构地区：[1]西华师范大学教师教育学院,南充四川637000 [2]湖南师范大学教育科学学院,湖南长沙410081 [3]湖南财政经济学院,湖南长沙410079

出　　处：《湖南师范大学教育科学学报》2012年第1期55-58,62,共5页Journal of Educational Science of Hunan Normal University

基　　金：四川省教育厅哲学社会科学重点研究基地--四川省教师教育研究中心立项课题[TER2010-034]

摘　　要：教育人性化是指整个教育活动都要充满人道主义关怀。马克思认为,"人的发展"要经过:对人的依赖、对物的依赖和自由而全面发展的类主体等3个依次发展的阶段。在"人的发展"处于对人的依赖和对物的依赖阶段,"人"或被遮蔽,或被异化,教育非人性化现象普遍存在。在"人"走向自由而全面发展的类主体途中,教育人性化将是类主体的必然诉求。Humanized education means that the whole education is humanized, including humanized purpose of education, humanized contents of education, humanized methods of education, and humanized ecaluation of education. The basic condition of humanized education is that human had been being, every person was respected, and education was developped independently. When human being was on the stage of dependent on people or objects, he is in the state of dehumanization. When he is in the stage of freedom and full developed, the humanized education will become a reality.

关 键 词：教育人性化 人的发展 知识经济 

分 类 号：G40-02[文化科学—教育学原理]