培养理性的行动者——高等教育目的再思考  

Cultivating Rational Actors Cultivation:The Rethinking of the Aims of Higher Education

作　　者：周光礼[1] 

机构地区：[1]中国人民大学教育学院

出　　处：《高等工程教育研究》2015年第3期49-57,共9页Research in Higher Education of Engineering

基　　金：国家自然科学基金面上项目"面向创新驱动发展战略的高校人才培养模式改革研究"(71373274)的研究成果

摘　　要：统一性的高等教育目的不但可以整合高等教育中的各种冲突,而且对于论述高等教育的合法性至关重要。在高等教育中,长期存在两种相互冲突的目的观:内在目的与外在目的。前者认为知识本身就是人们想获得的东西,与外在功用无关,强调为学术而学术。后者认为人们追求知识是为了获得其他进一步的目的,强调学生利益或社会利益。高等教育的本质是培养专业化的社会行动者,给行动者以理性是高等教育的真谛。根据行动者的理性成熟度,我们可以把高等教育目的分为三个层次:经济理性、道德理性、思辨理性。把高等教育目的转化为大学教育的最终目标,可以形成了一个大学教育目标清单:表达能力、就业技能、道德推理能力、公民意识、批判性思维能力、理性气质。Unified aims of higher education can not only integrate with all kinds of conflict in the field, but also be of great importance to the discussion of its legitimacy. In higher education, there have been two long-standing conflicting views on aims. internal aim and external aim. The former holds that knowledge itself is what people want to get which has nothing to do with external functions, and em- phasizes the belief in academic for the sake of academic. The latter believes that pursuit of knowledge is to obtain other further objects and stresses on interests of students or society. The nature of higher education is to cultivate specialized actors of society, and the true essence of higher education is to give them rationality. According to the actors rational maturity, we can divide aims of higher education into three levels, economic rationality, moral rationality, and speculative rationality. Translating the aims of higher education into the ultimate purposes of university education, we can have a list of goals of university education： capabilities of expression, employment, moral reasoning, civil awareness, critical thinking and rational temperament.

关 键 词：高等教育目的 大学教育目标 理性的行动者 内在目的 外在目的 

分 类 号：G640[文化科学—高等教育学]