论西方自然主义教育人学之批判  

On the Criticism of Western Naturalism Education from the Perspective of Hominology

作　　者：刘黎明[1] 陈珂珂 LIU Liming;CHEN Keke(School of Educational Science,Hunan Normal University,Changsha,Hunan,China,410081)

机构地区：[1]湖南师范大学教育科学学院,湖南长沙410081

出　　处：《教育文化论坛》2022年第2期14-23,共10页Tribune of Education Culture

基　　金：湖南省哲学社会科学基金重点项目“西方自然主义教育人学思想的历史演变研究”(18ZDB029)。

摘　　要：西方自然主义教育人学之批判蕴含着三重维度:对既有教育现实的批判,对当时流行教育观念的批判,对自身教育理论的自我批判。其理论批判之所以可能,是因为解决自然教育人学理论与教育实践之间的矛盾之需要,西方自然主义教育人学理论内部矛盾解决之需要,西方自然主义教育人学从不完善到完善之诉求。西方自然主义教育人学之批判具有重要的理论意义和实践意义:蕴含着强烈的问题意识,彰显了理论的开放性,推动了理论的创新,能够增强理论对教育实践的解释力,引领教育实践的发展方向。The criticism of western naturalism education from the perspective of hominology implies the following three dimensions: the criticism of the existing educational reality, the criticism of the popular educational concepts at that time, and the self-criticism of its own educational theories. The need to solve the contradiction between the hominology theory under naturalism education and the practice of education as well as the internal contradiction of the hominology theory under naturalism education, and the demand of the hominology theory under naturalism education to be perfect. The criticism of western naturalism education from the perspective of hominology has important theoretical and practical significance: it contains strong problem consciousness, reveals the openness of theory, promotes the innovation of theory, strengthens the explanatory power of theory to educational practice, and leads the development direction of educational practice.

关 键 词：西方 自然主义教育人学 理论批判 理论创新 维度 可能 意义 

分 类 号：G519[文化科学—教育学]