人的“完整性”的现代性意蕴及其教育观照  

On the Modernity Implication of Human “Integrity” and Its Educational Concerns

作　　者：潘希武 PAN Xi-wu

机构地区：[1]深圳市教育科学研究院

出　　处：《华南师范大学学报（社会科学版）》2018年第5期96-101,191,共7页Journal of South China Normal University：Social Science Edition

基　　金：深圳市哲学社会科学"十三五"规划重点课题"基于学生综合素养培养的深圳课程政策研究"(135A010)

摘　　要：人的"完整性"关乎人与他者以及人的自我认识问题。从表面上看,它似乎是一个心与物或身与心的关系问题,但从最高的意义上讲,却是一个哲学与政治的关系问题。对现代性社会而言,人的"完整性"问题下降为一个政治内的相对自由和幸福问题,也因此表现为一个包括制度和教育在内的技术问题。即便如此,现代教育在人的政治内"完整性"观照上还存在由教育目标、核心素养模型、学科课程实施导致的三种分离。唯有马克思的人的全面发展理论才真正观照人的"完整性"问题。当代中国教育应当坚守马克思的人的全面发展学说,根植于新时代中国特色社会主义教育事业促进人的全面发展,并遵循学科兴趣激发、脑认知规律及身心发展特点基础上的教学法则,从而更好地实现人的"完整性"观照。Human“integrity”relates to the question of humans and the other beings,and the question of human self-understanding.On the surface,it is about the relationship between mind and object or body and mind,but at the deepest level,it is about the relationship between philosophy and politics.In the modern society,human“integrity”descends to a question of relative freedom and eudemonia inside political systems,and hence appears as a technical matter including institute and education.Even so,there are still three kinds of deviation resulting from the educational goal,the model of core competence and the discipline curriculum implementation existing in the modern educational concerns on human“integrity”inside the political system.Only Marx’s theory about humans’all-round development truly concerns human“integrity”.Therefore,the contemporary education of China must stick to Marx’s theory about human’s all-round development and follow the basic educational rules of interest stimulating,brain cognitive science and physical and mental development characteristics,so as to better realize human“integrity”.

关 键 词：人的“完整性” 现代性 教育观照 人的全面发展 

分 类 号：G40[文化科学—教育学原理]