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作 者:陆小兵[1]
出 处:《高教发展与评估》2013年第6期23-29,101,共7页Higher Education Development and Evaluation
基 金:2012年江苏省哲学社会科学基金一般项目(12JYB010);江苏省教育厅哲学社会科学指导项目(2011SJS880005)
摘 要:教育思潮与社会思潮具有紧密的联系,并一直处于演进的过程之中。自19世纪以来,现代性使得教育思潮的演进经历了传统、现代与后现代三个过程,这三个过程在实际发展中并不是截然分立的。透过现代性视角,通过对传统教育观、现代教育观和后现代教育观三种教育思潮进行比较,可以发现教育思潮的演进过程,并理解在这一过程中遭遇的困境。现代性是教育思潮演进的主要影响因素,现代性使得教育思潮的演进呈现开放、相对、多元的特点,同时由于教育思潮的现代性摄入,使得教育的目的和意义、内容和方法等出现反现代性,这使得教育思潮在演进过程中遭遇现代性自反性的困境。Educational thoughts have been evolving as a result of the intimate connection with the ideological trend of society.Influenced by modernity since the turn of the 19th century,it has gone with three stages:traditional,modern and post-modern,though there's no sharp demarcation line among them.Through comparing the three different educational thoughts,namely,traditional education,modern education and postmodern education,it can be found,from the perspective of modernity,that the educational thoughts have been evolving and there exist some predicaments in the process of evolution.Modernity is one of the key factors that affect the evolution of educational thoughts and contributes to their openness,relativity and diversity.Meanwhile,counter-modernity emerges in the objectives and significance,the content and methods of education due to educational thoughts' imbibing of modernity,which makes the educational thoughts encounter the predicament of counter-self in the process of evolution.
分 类 号:G40-09[文化科学—教育学原理]
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