追寻古典精神:教育理想的现时阻障与德性复归  

After the Classical Spirit:Contemporary Obstruction and Virtue Regression of Educational Ideals

作　　者：项继发 Xiang Jifa(the School of Education Science,Shanxi University,Taiyuan 030006)

机构地区：[1]山西大学教育科学学院,太原030006

出　　处：《教育研究》2021年第11期59-71,共13页Educational Research

摘　　要：测量时代的教育所向与古典教育的理想所归相向而立、鲜有呼应,演化成教育形态的古今之争。大规模测评的介入,促发了教育知识的内部分化,注重数字指标的教育科学与回归古典精神的教育思想两个阵营明显对立。陷入技术主义宰制之下的教育,弥漫出对科学测量生产的成绩、表现、能力、排位等数字繁荣的迷信。这种迷信与大众的经验知识不谋而合,合力造成教育本质目的的偏离,教育成了过分追求现实目的的手段,漠视人的生命和精神境况。这与古典教育理想完全相悖。从哲学源头重勘教育理想,返回人的本质境况审思当代教育的运行逻辑,检视个体在教育行动中的道德立场,成为弥合教育古今之争的理想途径。古典教育理想虽不能直接施行启蒙,但可以唤起教育行动者的自觉精神,达至自我启蒙。Education in the era of measurement conflicts with classical education,and they seldom work in concert with each other.This triggers a dispute over the ancient and modern forms of education.The intervention of large-scale evaluation and measurement in education has brought about an internal divergence of educational knowledge,namely educational science highlighting numeric indicators has apparent conflicts with educational thoughts returning to the classical spirit.Dominated by technologism,education presents a blind worship for achievements,performance,competence and rankings produced through scientific measurement.The blind worship coincides with the experience of the public,and they jointly make education deviate from its essential purpose.Education has thus become a means of pursuing realistic purposes,disregarding human life and spirit.This is completely contrary to the ideals of classical education.An ideal approach to settling the dispute over the ancient and modern forms of education is to reconsider the educational ideals based on the origin of philosophy,reflect on the logic of modern education by means of returning to human nature,and examining individuals’moral position in educational action.Although the ideals of classical education cannot give direct enlightenment,they can arouse the conscious spirit of educators to achieve self-enlightenment.

关 键 词：教育测评 教育理想 自由教育 技术主义 自我启蒙 

分 类 号：G40-058.1[文化科学—教育学原理]