校长教育哲学的反思与重构  

Reflections on and Reconstruction of the University President's Educational Philosophy

作　　者：于维涛[1] 

机构地区：[1]国家教育行政学院,北京102617

出　　处：《国家教育行政学院学报》2016年第7期39-44,共6页Journal of National Academy of Education Administration

基　　金：教育部人文社会科学研究规划基金项目(11YJA880140)

摘　　要：教育需要哲学,校长同样需要哲学。校长的教育哲学是校长以一定的哲学理论和方法为基础,在专业学习、教育实践与日常生活过程中,通过思想引领、实践创新、社会担当而建构的有关理论化、系统化知识、方法与价值体系。具有传承性、实践性、发展性、人文性、系统性等基本特征。当前,部分校长的教育哲学存在着无根的思想、浮躁的心态和多动的工程等弊端。校长教育哲学属于个人的教育理想与信仰,主要包括三个维度:思想辐射,引教育至上之善;实践创新,求教育终极之真;社会担当,塑教育最高之美。校长教育哲学养成策略应当秉承自我追问、问题迁移和思想融合。Education requires philosophy, so do the university presidents in education. Educational philosophy for the presidents is based on philosophical theories and methods, shaped by professional studies and education practice in everyday life. It is systematic knowledge, methods, and value systems that are guided by philosophical thoughts, practical innovations, and social responsibilities. The presidents＇ educational philosophy bears features of being trans-generational, practical, developmental, humanitarian, and systematic. Currently, parts of the presidents＇ educational philosophy are problematic in that they are rootless, impulsive and subject to changes. The presidents＇ educational philosophy should align with the individual＇ education ideals and beliefs. It mainly includes three parts： ideology-oriented philosophy that leads to the highest good; innovational practice that leads to the ultimate truth; and social responsibility that shapes education＇s highest beauty. Thus, the presidents＇ educational philosophy should be self-reflective, problems-oriented, and ideologically integrative.

关 键 词：校长教育哲学 反思 建构 

分 类 号：G640[文化科学—高等教育学]