教育公平思维的前提批判与重建

发布时间：2018-03-29 07:34

本文选题：教育　切入点：公平思维　出处：《教育理论与实践》2008年31期

【摘要】：在教育公平思维的前提批判中,主体间性思维方式的确立是针对神灵思维和主体思维提出的。神灵思维是人类的蒙昧思维、原始思维和前现代思维;主体思维是现代思维,是对神灵思维的扬弃,人走出了自己为自己设立的牢笼,绽放出主体的伟大力量。同时也逐渐使主体陷入了自我论的逻辑,自我成为了神灵的替身。现代主体思维成为了人类整体发展的枷锁,更是教育公平思维发展的桎梏。而主体间性思维是共存思维、生态思维、和谐思维、差异思维、后现代思维。是解决人自身、人与人、人与自然等牵涉人类发展生死攸关等重大问题和重大关系的价值选择和思维路径。从根本上、根基上转变了人类的思维方式、世界观、价值观、人生观,是人与人、人与自然和谐共在的核心思想,是现在及未来教育公平思维重建的终极指向。
[Abstract]:In the criticism of the premise of educational fair thinking, the establishment of inter-subjectivity thinking mode is aimed at the deity thinking and the subject thinking. The deity thinking is the human ignorance thought, the primitive thought and the pre-modern thought, the subject thought is the modern thought. It is the sublation of the thinking of the deity, the man has come out of the cage which he has set up for himself, and he has bloomed out the great power of the subject. At the same time, he has gradually made the subject fall into the logic of self-theory. The modern subjective thinking has become the shackles of the overall development of human beings and the shackles of the development of educational fair thinking, while the inter-subjectivity thinking is coexistence thinking, ecological thinking, harmonious thinking, and difference thinking. Post-modern thinking. It is the value choice and thinking path to solve the important problems and important relationship between human beings, people and people, people and nature, etc. Fundamentally, it has changed the way of thinking and world outlook of human beings. Values and outlook on life are the core ideas of harmony between man and man, man and nature, and are the ultimate direction of the reconstruction of educational fair thinking now and in the future.
【作者单位】：陕西榆林学院艺术系;
【基金】：陕西省社会科学基金项目(立项号:05K007Z) 陕西省教育厅资助项目(立项号:07JK170)。
【分类号】：G40

【共引文献】