当代思想政治教育主客体关系研究的困境及其超越:从实践的视角  

The Plight in Contemporary Studies of Subject-object Relationship of Ideological Education and its Transcendence: a Practical View

作　　者：平章起[1] 郭威[1] 

机构地区：[1]南开大学马克思主义教育学院,天津300071

出　　处：《理论学刊》2015年第1期94-101,共8页Theory Journal

基　　金：南开大学马克思主义研究中心资助课题"文化强国战略中的大学生中国精神教育研究"(项目编号:13NK985001);南开大学青年理论立项"社会主义核心价值观与当代青年社会思潮研究"(项目编号:NKTWLX-201402)的阶段性成果

摘　　要：从当代思想政治教育主客体关系研究诸范式——"单主体说"、"双主体说"、"多主体说"、"主体际说"——的认识论基础分析其价值与困境,并在实践视角下对其进行如下校正:不能忽视主客体之外的要素;不存在同一时空场域下的"双主体";不能将"主体性"与"主体特性"、"人性"等概念混淆;主客体经常表现为不平等的关系且有其现实合理性。从思想政治教育实践起点、中点和终点的思路分析看,思想政治教育主客体关系实践论的本质特点是主体、客体、介体、环体的互动性。There are many paradigms, such as single subject theory, double subjects theory and inter- subject theory, etc. concerning the subject-object relationship in contemporary Ideological education. Episte- mologically the value of them should be analyzed and their plight can practically be extricated from. That is to say, the essential elements except subject and object cannot be ignored. Double subjects do not coexist in space and time. Concepts of subjectivity, subject-oriented quality and human nature cannot be confused one another. As a usual, subject and object demonstrate inequality, as carries practical rationality. In terms of the starting point, middle point and terminal point of the practice, the interactivity among subject, object, mediator and ring body is the essential characteristics of the practice theory of the subject-object relationship of ideolozical education.

关 键 词：思想政治教育 主客体关系 实践论 主体性 

分 类 号：D64[政治法律—政治学]