传统教育的交往框架及其变革 一种新制度教育学的研究  

On the Communicational Structure of Traditional Education and Its Results

作　　者：康永久[1] 

机构地区：[1]广东教育学院,广东广州310303

出　　处：《集美大学学报（教育科学版）》2002年第1期29-36,共8页Journal of Jimei University：Education Science Edition

摘　　要：传统教育的基本缺陷 ,不在于交往层面的缺失以及由此导致的教育的片面性 ,而在于其交往框架的强制性。如果不对传统教育的层级型交往框架进行深刻反思 ,任何力图在周全性、和谐性、主体性上超越传统教育思想的浪漫的理论尝试 ,都将只能变得比传统教育思想更专制 ,而且更具欺骗性。而变革传统教育层级型交往框架的唯一可行方法 ,现在看来只能是走外在超越之路 ,即依靠恰当的教育制度来缓解教育实践中广泛存在的无知问题 ,以及由于忽视无知问题和倡导能力的等级制而导致的来自教育者的强制和“寻租”The basic shortcomings of traditional education don't lie on the lack of communicational strata and its aftermath, educational one sidedness, but on its obligatory structure. It would be deceitful if we don't profoundly rethink about stratified communicational structure of traditional education while trying to build a theory which can surpass traditional education on its integrity, harmony and main part. It seems there is only one practical way to reform stratified communicational structure of traditional education. That is to properly use our current educational system to modify the unknown questions lying on teaching activities.

关 键 词：交往 层级型交往 强制 传统教育 理性能力 等级制 交往教育观 知识问题 教育制度 

分 类 号：G40－055[文化科学—教育学原理]