通识教育与专业教育的对立及其超越  

The Opposition and Transcendence Between General Education and Professional Education

作　　者：宋爱忠 SONG Aizhong(College of Marxism,Henan Finance University,Zhengzhou 450046,China)

机构地区：[1]河南财政金融学院马克思主义学院,郑州450046

出　　处：《重庆高教研究》2023年第2期76-87,共12页Chongqing Higher Education Research

基　　金：河南省哲学社会科学规划项目“双重视域下大学通识教育与专业教育关系研究”(2019BJY007);河南财政金融学院科研启动基金资助项目“马克思主义政治经济学创新与通识教育”(2022BS016)。

摘　　要：悬置现实生产关系,抽象地或静态地从教育功用、知识类型和教育地位等维度对通识教育和专业教育进行知识论意义上的区分,很难揭示其真相。在马克思异化理论视域下,通识教育和专业教育的矛盾并非源于知识本身具有的内在对抗或断裂,而是劳动异化及其症候在教育部门呈现的结果。通识教育旨在巩固受教育者作为人所具有的自由劳动的本质属性,呈现出强烈的“为我”性;专业教育受到教育者之外的他者的利益和力量的影响,体现出明显的“为他”性。两种教育对立的实质,是“雇佣者”与“被雇佣者”这一人与人之间的矛盾在教育环节的体现。两者对立的最终超越,只能在生产力高度发达、劳动成为第一需要的共产主义社会才能真正实现。那时“为我”的劳动直接等于“为他”的劳动,从而教育领域中通识教育的“为我”性与专业教育的“为他”性的对立也随之消亡,人类会在自己教育旗帜上写下“自由全面教育”的动人篇章。当然,专业教育的扬弃与专业教育的发展本身走的是同一条道路。当下阶段,处理好两种教育的关系,重点在于创设逐步消除异化的社会客观环境,并不断增加受教育者发挥人的本质力量的主体性,而非主要为受教育者构建某种“普遍性知识+特殊性知识”的课程体系,虽然这一构建也是值得选择的常见方案。It is difficult to reveal the truth of the matter by suspending the real production relationship and making an abstract and static distinction between general education and professional education from the perspectives of educational function, knowledge type and educational status. From the perspective of Marx’s alienation theory, the contradiction between general education and professional education does not stem from the internal confrontation or fracture of knowledge itself, but from the labor alienation and its symptom in the education sector. General education aims to consolidate the essential attribute of free labor possessed by the educated as human beings, showing a strong “for me” nature, while professional education is influenced by the others’ interests and strength other than the educators, reflecting the obvious “for others” nature. The essence of the opposition between the two kinds of education is the embodiment of the contradiction between the “employer” and the “employee” in the education link. The ultimate transcendence of the opposition between the two can only be truly realized in the communist society where the productive forces are highly developed and labor becomes the first need: at that time, the labor of “for me” was directly equal to that of “for others”, so the opposition between the “for me” nature of general education and the “for others” nature of professional education in the field of education also disappeared, and the mankind would write a moving chapter of “free and comprehensive education” on its own educational banner. Of course, the sublation of professional education and the development of professional education itself follow the same path. At the present stage, to properly handle the relationship between the two kinds of education, the focus is to create a social objective environment that gradually dispels alienation, and constantly increase the subjectivity of the educated to give play to human’s essential power, rather than mainly

关 键 词：通识教育 专业教育 异化 自由全面教育 

分 类 号：G640[文化科学—高等教育学]