论康德哲学的教育学意义  

On the Pedagogical Significance of Kant’s Philosophy

作　　者：陈得军[1] 刘琴[2] 李欢欢[3] CHEN De-jun;LIU Qin;LI Huan-huan(Higher Education Research Center,Xinjiang Normal University;Xinjiang Vocational&Technical College of Communications;College of Education Science,Xinjiang Normal University)

机构地区：[1]新疆师范大学高等教育研究中心,新疆乌鲁木齐830017 [2]新疆交通职业技术学院,新疆乌鲁木齐830017 [3]新疆师范大学教育科学学院,新疆乌鲁木齐830017

出　　处：《教育理论与实践》2022年第31期3-9,共7页Theory and Practice of Education

基　　金：新疆师范大学智库招标课题“新《教师法》背景下新疆教师核心素养现状与提升路径研究”(课题编号:ZK202282B)的阶段性研究成果。

摘　　要：康德作为哲学家和教育学家的身份是可能的,因为康德哲学体系本身构成了他对教育的批判性论述。他以哲学的方式开启了教育的现代化,开启了教育科学研究的新时代;在反思过往哲学的基础上,将“目的论”重新纳入哲学体系之中,并将“目的论”引入了对自然的分析,赋予了“目的论”新的意义;基于“人的规定与使命”提出,教育促使人类向着“更好的状态”持续发展,教育是人类进步的支柱;而人作为一个持续发展的类,需要引入宗教和历史理性,才能进一步理解人类的进步。Kant’s identity as a philosopher and educator is possible because Kant’s philosophical system itself constitutes his critical discourse on education.He opened up the modernization of education and a new era of educational scientific research in the way of philosophy;by reflecting on the past philosophy,he reincorporated“teleology”into the philosophical system,and introduced“teleology”into the analysis of nature,which gives the“teleology”a new meaning;and then based on the“human regulations and missions”,he proposed that education promotes the continuous development of human beings towards a“better state”,and education is the pillar of human progress.And as a species which continuously develops,human beings require the introduction of religious and historical reason to further understand their progress.

关 键 词：康德 哲学 教育 目的论 历史理性 

分 类 号：G40-011[文化科学—教育学原理]