论成“人”视域中的认识论教育自由  

On Educational Freedom of the Epistemology in the Perspective of Becoming “Human”

作　　者：杨建朝[1] 易连云[1] 

机构地区：[1]西南大学教育学部,重庆400715

出　　处：《高等教育研究》2013年第12期15-20,共6页Journal of Higher Education

基　　金：教育部人文社会科学研究一般项目(12YJC880137);全国博士后科学基金面上资助项目(2013M531919)

摘　　要：教育自由的探讨过往多局限于政治哲学、社会哲学的立场,从而使教育自由的概念单向度、片面化,割裂了自由的完整性。在教育自由观的建构上,应该从教育使人成为"人"的本真诉求出发,扬弃政治哲学"干涉最小"和"障碍最少"的单一化思维,以马克思主义认识论为指导,从成"人"立场出发来对教育自由的认识论维度进行内涵分析。这对完整、准确地理解教育自由有重要意义。The discussion on educational freedom was limited to the political philosophy and social philosophy, thus the concept of educational freedom become unidirectional and one-sided. On the construction of the view of education freedom, it should follow the true demand of education making people to become ＂human＂, and discard the useless single thought of political philosophy ＂interference minimum＂ and ＂barrier at least＂. Based on Ma- rx doctrine＇s epistemology, it analyzing the meaning of educational freedom of the epistemol- ogy from the perspective of becoming ＂human＂, which is significant to understanding educa- tional freedom completely and accurately.

关 键 词：教育自由 认识论 成“人” 

分 类 号：G40[文化科学—教育学原理]