非整体性教育理解现象论析  

An Analysis of the Phenomenon of Non-Holistic Understanding of Education

作　　者：刘庆昌[1] LIU Qing-chang(School of Education Science,Shanxi University,Taiyuan,Shanxi 030006,China)

机构地区：[1]山西大学教育科学学院,太原030006

出　　处：《山西师大学报（社会科学版）》2022年第4期36-44,共9页Journal of Shanxi Normal University(Social Science Edition)

摘　　要：教育本是一个整体性的存在,却在我们的实践中呈现出各种分裂,这当然不是某种抽象的教育自身运动所致,而是教育在其承担者即教育者的意识中被机械切割的结果。导致这一结果的原因具体表现为:教育理论论述具有轻视整合的习惯;教育学科学术研究忽视工学这一领域;教育实践者缺乏反思品格和超越意识。要消除非整体性的教育理解现象,我们当然可以本着对实践的关怀,努力提出一些我们认为有效的建议,但较为谨慎的做法还是努力描画整体性的教育理解的模样,在整体视域下对教育做出基本的判断。Education is an integral existence, but it presents various kinds of disunity in our practice. Of course, this is not caused by some abstract movement of education itself, but the result of education being mechanically cut in the consciousness of the educator who undertakes it.The reasons for this result are as follows: the educational theory has the habit of despising integration;The academic research of educational discipline neglects engineering;Educational practitioners lack reflective character and transcendental consciousness.In order to eliminate the phenomenon of non-holistic understanding of education, we can certainly make efforts to put forward some effective suggestions based on the concern for practice, but it is more prudent to try to describe the appearance of holistic understanding of education and make basic judgments on education from a holistic perspective.

关 键 词：教育理解 整体性 教育实践者 教育理论 

分 类 号：G40-012[文化科学—教育学原理]