现代教育人学的理论求索、实践应用和时代回应——第三届全国教育人学论坛综述  

Theoretical Exploration,Practical Application,and Era Response of Modern Educational Anthropology:Overview of the Third National Forum on Educational Anthropology

作　　者：蔡雅芝 任春红 肖绍明[2] CAI Yazhi;REN Chunhong;XIAO Shaoming(School of Education,South China Normal University,Guangzhou,Guangdong,510631,P.R.China;Center for Contemporary Education Research and Development,South China Normal University,Guangzhou,Guangdong,510631,P.R.China)

机构地区：[1]华南师范大学教育科学学院,广东广州510631 [2]华南师范大学现代教育研究与开发中心,广东广州510631

出　　处：《广东第二师范学院学报》2024年第1期11-17,共7页Journal of Guangdong University of Education

基　　金：全国教育科学规划一般项目“人学视域下数字时代劳动教育的挑战与应答研究”(BAA210028)。

摘　　要：第三届全国教育人学论坛主题为“现代教育人学的理论与实践研究”。与会代表围绕主题,回顾教育人学研究的历史,阐明“人的问题”是教育人学研究的首要问题。基于教育人学的理论求索,论坛融合中西人学研究的视域,探究不同历史情境下教育人学研究的主题、范畴、理论和方法的变革和发展。在教育人学的实践应用方面,论坛检视教育人学的人性假设,申明复杂的、整体的人性影响教育深远,探析从人的自然属性到社会属性发展的始基、关系和生成,揭示儿童身上精神存在的先验善意。最后,针对技术时代教育人学面临的挑战和反人学现象,论坛做出积极回应,回归和关照儿童本身,高度重视教育发展个体力量和推动社会转型的功能,为个性的自由发展和教育现代化提供教育人学的独特视野、理论基础和实践力量。The theme of the Third National Forum on Educational Anthropology was“Theoretical and Practical Research on Modern Educational Anthropology.”Representatives at the forum,centered around this theme,reviewed the history of educational anthropology research,emphasizing that the primary question in educational anthropology research is“how to understand human issues.”Grounded in the theoretical exploration of educational anthropology,the forum integrated perspectives from Eastern and Western anthropological studies and explored the transformation and development of themes,categories,theories,and methods in educational anthropology research across different historical contexts.In terms of the practical application of educational anthropology,the forum examined the human assumptions of educational anthropology,asserting that the profound influence of complex,holistic human nature deeply impacts education.It analyzed the foundational aspects,relationships,and emergence of development from the natural to social attributes of humans,revealing the innate goodwill in the spiritual existence of children.Finally,in response to the challenges and anti-humanistic phenomena faced by educational anthropology in the technological era,the forum made positive responses by refocusing on and caring for children themselves.It highly emphasized the individual empowerment for educational development and the role in driving social transformation,providing a unique perspective,theoretical foundation,and practical strength for the individual's free development and the modernization of education.

关 键 词：教育人学 理论求索 实践应用 时代回应 人性 

分 类 号：G40-02[文化科学—教育学原理]