劳动何以使教育可能?——基于实践的哲学史立场  

How Labor Makes Education Possible?——The Standpoint of Philosophy History Based on Practice

作　　者：姜晶花 Jiang Jinghua

机构地区：[1]北京科技大学马克思主义学院,北京100083

出　　处：《国家教育行政学院学报》2022年第5期72-78,共7页Journal of National Academy of Education Administration

基　　金：国家社会科学基金重点项目“伦理视域中的国家治理研究”(16AZX004)。

摘　　要：劳动教育根本上指向人的全面自由发展,劳动教育能够实现关键在于劳动本身。无论对劳动的认识有多少种,其最终都关乎实践,关乎实践所涉及的主体及其展开,由此实现对人性的洞察、对美德的崇敬、对复杂艰深知识的理解与领悟,在此过程中生成教育对人现实存在意义的探索。通过劳动教育人得以启蒙并脱离蒙昧状态、成为人并至达卓越。在对作为人类特殊社会实践的劳动进行哲学史的梳理中可见,真正的劳动关乎人的目的性存在、自由意志选择、善良意志实践和人在现实社会关系中的自我完善;真正的劳动可以实现教育对人的启蒙、对人的德性的培育,且在劳动中随同人将本身“自然未完成”的自我造就为主体性的人从而成长为“自我造就”的人,这种认识是人类经历了漫长思想史的历程所形成的。Labor education fundamentally points to the comprehensive and free development of human beings.The key to realize labor education is labor itself.No matter how many kinds of understandings of labor,it is ultimately related to practice in which the human beings involved and developed with the result that it can realize the insight for human nature,the respect for the virtue as well as the understanding and comprehension for the complex and profound knowledge,by which makes the education being the meaning for the exploration of human existence.Human beings can be enlightened and get rid of ignorance to reach his excellence by labor education.It can be concluded that real labor is related to man’s purposeful existence,free will choice,good will practice and man’s self-improvement in real social relations;Real labor can realize the Enlightenment of education to people and the cultivation of people’s virtue,and in labor,people can cultivate their own“natural unfinished”self as subjective people,so as to grow into“self-created”people.This understanding is formed through the long history of human thought.

关 键 词：劳动 实践 教育 主体 德性 实存 

分 类 号：G40-015[文化科学—教育学原理]