实践教育哲学之实践概念的来源  

Sources of Practice Concept of Practical Education Philosophy

作　　者：黄英杰[1,2] 

机构地区：[1]四川理工学院高等教育研究所,四川自贡643000 [2]四川理工学院人文学院,四川自贡643000

出　　处：《教育学术月刊》2016年第11期61-66,共6页Education Research Monthly

基　　金：四川省社会科学研究“十二五”规划课题(SC15B050);四川省社会科学高水平研究团队“四川地方本科院校转型发展研究”(2015-2017)

摘　　要：实践是实践教育哲学的核心概念,实践教育哲学的确立首先在于如何理解和把握实践之于教育的功能、价值和意义,以及建立在这一理解基础上的对教育实践和教育真理的阐释。在20世纪大规模的工业生产时代之前,实践概念主要有前后递进的三种传统,即亚里士多德的伦理政治实践、培根的科学实验实践和马克思的物质生产实践。随着现代社会生活的展开,实践概念又展示了它的生活、身体和存在的多维度内涵。哲学的实践概念推演与教育的实践概念阐释相互印证。在20世纪,实践的教育学阐释充分展现在杜威的做中学和陶行知的教学做合一这两大教育理论成果之中。实践教育哲学自觉继承上述的理论成果,承续陶行知的伟大教育事业,把马克思主义教育同物质生产劳动相结合的基本原理贯彻到底,以澄明那永恒的教育真理。Practice is the core concept of practical education philosophy. Firstly, the establishment of practical education philosophy lies in how it understands and grasps the function, value and significance of practice to education, as well as its interpretation of educational practice and truth of education based on the understanding. Before the era of large-scale industrial production in the 20th century, the concept of practice mainly involved three traditions which existed in a progressive way, namely the ethical politics practice of Aristotle, the scientific experiment practice of ＂Bacon and the material production practice of Marx. With the development of modem social life, the concept of practice shows its multidimensional connotation, which interpretation of practice was fully demonstrated in the educational theory results, namely Learning by Doing of Dewey and the Integrity of Teaching, Learning and Practice of Tao Xingzhi. The practical education philosophy inherits the aforementioned theoretical achievements in a conscious way, and continues the great education career of Tao Xingzhi, and implements the basic educational principle of Marxism combining material with productive labor thoroughly, to clarify the eternal truth of education.

关 键 词：实践教育哲学 实践 实践本体 教劳结合 教育真理 

分 类 号：G40-2[文化科学—教育学原理]