教育哲学的思想演进与各智力皆平等的主张  

The Ideological Evolution of Educational Philosophy and the Advocacy that All Intelligence Is Equal

作　　者：张文喜[1] Zhang Wenxi(School of Philosophy,Renmin University of China,Beijing 100872)

机构地区：[1]中国人民大学哲学院,北京100872

出　　处：《教育研究》2021年第5期45-57,共13页Educational Research

摘　　要：从人类心智和理解出发,对种种不尊重人的整体塑造规律的教育进行批判,是哲学家的教育学思想的基调。哲学家的教育学并非仅仅停留在谋求以教育为中心的所谓"公共领域"关注层面,而是对于人类富有教益的教育事业的全面的哲学奠基,更是思考人的解放的焦点和社会解放的方法之探究。除了须重视哲学原理本身外,一切教育问题的解决还必须注意人类理智或理解。任何时代哲学家都不能摆脱社会中的各种法则、教育中的各种讲解秩序。自古希腊以来,在教育实践上存在智力的二重逻辑:各智力皆平等和不平等。假若我们去探究人类理智能力,我们将接受这样的教育学假设:各智力皆平等。承认之,则相当于说出教育和人的解放的"福音"。追求平等的那种激情已经远远越出教育领域,蔓延到整个社会领域。It is the keynote of philosophers’ pedagogic thoughts to start from human intellect and understanding and criticize various kinds of education that does not respect the law of molding human beings as a whole. The pedagogy in philosophers’ minds does not merely focus on education-centered "public sectors";instead, it lays an overall philosophical foundation for the cause of education,which is instructive for humans,and it focuses on human emancipation and the approaches to it. To tackle educational problems,we must attach importance to not only philosophical principles but also human intellect and understanding;philosophers at any time cannot get rid of the laws of society or the order of explanation in education. Since ancient Greece,there has been a dual logic of intelligence in educational practice:all intelligence is equal or unequal. If we probe into human intelligence,we will accept the pedagogical assumption that all intelligence is equal. Accepting the assumption is equal to telling the "gospel" of education and human emancipation. The passion for equality has gone far beyond the educational field and has spread to the entire society.

关 键 词：教育哲学 西方哲学传统 智力平等 文化公共意识批判 

分 类 号：G40-02[文化科学—教育学原理]