超越理性限度:教育变革的内在诉求  

Transcend Rationality Limitation: Intrinsic Aspiration of Educational Change——Based on the Thought that Can Education Change?

作　　者：李孝川[1] 

机构地区：[1]云南师范大学教育科学与管理学院,云南昆明650500

出　　处：《学术探索》2015年第2期153-156,共4页Academic Exploration

基　　金：国家社科基金西部项目(13XMZ071)

摘　　要：教育场域里效率至上单一育人理念的追求,学校程序化学习方式的灌输以及标准化学校生活模式的塑造,导致了学校教育重知识轻经验,重认知轻情感和重整体轻个体现象的出现。致使教育从"人的教育"转向了"工具的教育",陷入貌似理性的行为实则却遮蔽了其实质的非理性。因此有必要重新审视教育的本义,探寻一条新的教育变革发展路径,使教育走出形式理性实则非理性的误区。In the educational field, the pursuit of efficiency first, routinizational learning style and standardized model of school life have led to the school attaching more value to knowledge and less to experience, more to cognition and less to affection and more to the whole and less to the individual. Education of man has changed into education of tool. The seemingly rational action covers the virtual non - rationality. It is, therefore, necessary to re - examine the original meaning of education and explore a way of change and development of school in order to make the education out of present non - rational misunderstanding.

关 键 词：理性 限度 教育变革 内在诉求 

分 类 号：G40-02[文化科学—教育学原理]