教育之于国民性的养成及其限度——兼论教育学的学术边界  

Cultivation and Limitation of Education to National Character——Comment on the Border of Pedagogy

作　　者：满忠坤[1] 

机构地区：[1]西南大学西南民族教育与心理研究中心,重庆400715

出　　处：《教育理论与实践》2014年第7期8-12,共5页Theory and Practice of Education

基　　金：2011年国家社科基金重点项目<西南民族地区民生改善调查研究>(项目编号:11AMZ004)的阶段性研究成果

摘　　要：国民性"被纳入教育学的话语体系,既是教育学学者对相关实践与理论问题的自觉回应,也是对其学术使命的积极担当。教育虽为国民性改造提供了可能性和现实条件,但也不应被赋予各种无力承担的"厚望"与"误望"使其沦为"众矢之的"。教育作为一种社会存在,其本身乃是一种特殊的文化样式,国民性之养成的本质乃是主体"文化化"的过程,国民性之改造则是一种特殊形态的"文化自觉"。教育改造或养成国民性虽责无旁贷,亦顺理成章,但教育之于国民性养成的限度也不应忽视。确证教育之于国民性养成的限度,对审思教育学的学术边界亦具有启示意义,是教育研究、教育学走向成熟的方法论自觉。＂National character＂ is incorporated into the education discourse system, which is not only the educational scholars＇ conscious response to the relevant theoretical and practical problems, but also an active taking of the responsibil- ity for their academic mission. Education provides the possibility and condition for the transformation of national character, but education should not be entrusted with various ＂high or false expectations＂ that it cannot afford, making it the ＂target of public criticism＂. As a social existence, education is a special kind of cultural form. The essence of national character is the process of subject＇ s ＂cuhuralization＂ and the reformation of national character is a special form of ＂cultural conscious- ness＂. Reforming or cultivating national character is the inalienable and logical duty of education, but the limitation of edu- cation to national character should not be neglected. Confirming the limitation of education to national character has an im- portant enlightenment for the consideration of educational academic boundaries and also the methodological awareness of maturity of educational research and pedagogy.

关 键 词：国民性养成 有限责任 教育限度 学术自觉 

分 类 号：G40-011[文化科学—教育学原理]