论马克思人的教育思想的旨趣  

The Purport of Marx's Human Educational Thoughts

作　　者：舒志定[1] 

机构地区：[1]上海师范大学现代校长研修中心,上海200234

出　　处：《教育学报》2012年第3期3-8,16,共7页Journal of Educational Studies

基　　金：作者主持2011年国家社科基金后期资助项目"实践与教育--马克思教育思想当代意义"(项目编号:11FKS001)成果之一

摘　　要：解读马克思关于人的教育问题的语境、主旨与实质,是深化马克思教育思想研究的重要内容。马克思从人与社会相互关系的视角,把"现实中的个人"确定为教育对象,提出"现实中的个人"是"对象性存在"和人的发展的三阶段理论,阐释教育目的的内涵以及实现教育正义的道路。以此立场理解教育,使教育成为"现实中的个人"的"实践"活动,凸显教育理解的历史维度,实现教育思想方式的革命。因而,加强马克思人的教育思想的研究,有利于展示马克思教育思想的当代价值,为当前学校教育改革提供思想资源。The interpretation of the context, purport and essence of Marx＇s ideas about human educa- tion is an important part of the study of Marx＇s educational thoughts. From the angle of the mutual rela- tionship between individuals and society, Marx set ＂individual in real life＂ as the object of education, put forward ＂individual in real life＂ ＂being object＂ and the three stages of development of human development, and illustrated the connotation of the purport of education and the way to realize education justice. The un- derstanding of education from such standpoint makes education the ＂practical＂ activity of ＂individual in real life＂, highlights the historical dimension to understand education, and innovated the way of thinking about education. Therefore, more research on Marx＇s educational thoughts could show the value of his thoughts in modern time and provide ideological resources for school education reform at the present time.

关 键 词：马克思教育思想 人的教育 教育本质 

分 类 号：G411[文化科学—教育学] G40-02[文化科学—教育技术学]