教育哲学中的“人”与人的“教育哲学”  

Human in Educational Philosophy and Educational Philosophy for Human

作　　者：冯建军[1] Feng Jianjun

机构地区：[1]南京师范大学道德教育研究所

出　　处：《教育学术月刊》2016年第10期3-12,共10页Education Research Monthly

基　　金：国家社科基金(教育学)一般项目"我国教育哲学学科发展的世纪反思与人学建构"(BAA120010)

摘　　要：哲学是探讨人生意义的学科。教育以人为对象,以育人为目的。因此,人是哲学和教育的共同主题。一定意义上,可以把教育哲学界定为关切人生意义,引导人不断成"人"的实践哲学。然而,传统的教育哲学存在着人的神圣化、抽象化、终极化倾向,导致了人的失落。因为传统哲学以本体论的物性思维认识"人"。马克思主义人学以实践生成论替代传统本体论思维,从实践中人的存在规定出发,回到"具体的人"。以历史的、实践的观点看待人,当代社会已进入了人之自觉的时代。因此,教育哲学必须自觉地担负起人学的使命,成为人的"教育哲学"。Philosophy is a subject to explore the meaning of life. The object of education is human, and the purpose is to educate them. Thus, human is the common theme of philosophy and education. In a certain sense, educational philosophy can be defined as practical philosophy, which is concerned about the meaning of life and guide human to become a real human. Nevertheless, traditional philosophy of education has the problem to make human sanctification, abstraction and ultimate, and lead to the loss of human nature. That is because the traditional philosophy often use property thinking of ontology to understand ＂human＂. Marxist hominology use the practical generative theory substitute for the traditional ontological thinking, starting from the practice of existing rules of human, and back to the ＂specific human＂. With the historical and practical point of view, contemporary society has entered the age of self-consciousness of human. Thus, educational philosophy must consciously bear the mission of hominology, and become the educational philosophy for human.

关 键 词：哲学 教育哲学 人学 

分 类 号：G40-02[文化科学—教育学原理]