基于马克思主义的教育学中人之问题再认识
发布时间：2018-07-25 09:51
【摘要】： 教育是关乎人的事业，教育学研究理应以人的研究为核心。在我国，自20世纪上半叶马克思主义的传播以来，就开创了以马克思主义为指导进行教育学研究的学术传统。然而，由于历史与社会的原因，直到今天我们在运用马克思主义理论研究教育问题时，仍存在着诸多问题，如立场上的意识形态化大于学理研究，态度上的忽冷忽热、简单肯定或简单否定，方法上的机械照搬、演绎推理，内容上的随意剪裁、不求甚解等。时至今日，马克思主义被历史和实践证明是具有当代价值的世界观和方法论，因此，我们的教育学研究仍应坚持以马克思主义为指导。 众所周知，马克思主义理论的核心是哲学，而马克思主义哲学在一定意义上又集中体现为人学，即以“解放全人类”为理论旨趣的关于人的问题的学说，这就使基于马克思主义理论进行教育学中人的问题探讨，不仅可能而且必要。 本文将马克思主义关于人的问题的学说，界定在马克思(包括恩格斯)关于人的问题的阐述上，主要从马克思、恩格斯关于人的自然性、社会本质、全面发展以及实践活动四个方面的有关论述和基本思想，来反观教育学中关于人的问题的认识，具体体现为： 基于马克思关于人的自然性和“类本质”的揭示，对教育中人的生命自然作进一步的解读，即教育中的人生命自然展示为具有独特个性和内在驱动力的生命成长过程，同时指出人的需要作为人的本性也是教育中人的生命自然的表达，从而力求在人之生命本原的意义上理解和把握教育中的人。 基于马克思关于“人的本质在其现实性上是社会关系的总和”的论断，对教育中人的社会性问题进行反思，从人的社会本质上重新认识教育中“人的社会化与个性化”、“社会本位与个体本位”等问题，并强调对教育中人的社会性的理解应聚焦在“具体个人”上。 基于马克思关于“人的全面发展”学说，重新思考教育中人的发展和全面发展教育问题，认为教育中人的全面发展着重体现为是一种整体发展、全面需求发展，以及必须在个人的实践活动中实现全面发展，同时，还要结合时代背景重新审视我们的全面发展教育。 基于马克思关于实践活动在人的生成中的意义的揭示，深刻理解教育中人的实践活动性质及其与个人的关系，提出学习与交往作为教育中人的两种基本实践活动，在人的一切发展可能性变为现实性的转换中起着决定性的作用。 通过上述几个方面有关教育学中人的问题的探讨，本文认为，对“基于马克思主义的教育学中人之问题再认识”，首先，应对我国教育学关于人的研究视角及存在问题有一深刻反思；其次，，要对马克思主义关于人的学说在当代教育学人的问题研究中的运用有一正确的认识和方法；最后，要从教育学立场出发，理出一条关于教育中人的认识的致思理路。
[Abstract]:Education is a human cause, and the research of pedagogy should be centered on human research. In China, since the first half of Ye Max's spread in twentieth Century, the academic tradition of the study of pedagogy was initiated with the guidance of Marx doctrine. However, because of the original cause of history and society, we used the Marx theory to the present day. In the study of educational problems, there are still many problems, such as the ideology of the standpoint is greater than the study of the academic theory, the cold and the heat of the attitude, the simple affirmation or the simple negation, the mechanical copying of the method, the deductive reasoning, the arbitrary cutting of the content, the no understanding and so on. The Marx doctrine has been proved to have the contemporary price by history and practice to the present day. The world outlook and methodology of value should therefore be guided by Marx doctrine.
It is well known that the core of the Marx doctrine theory is philosophy, while Marx's philosophy, in a certain sense, is embodied in the theory of human learning, that is, the theory of human problems with the theory of "emancipating all human beings", which makes it possible and necessary to discuss the problem of people in education based on the theory of Marx.
In this paper, the theory of Marx's doctrine on human problems is defined in the elaboration of Marx (including Engels) on human problems, mainly from the four aspects of Marx and Engels about human nature, social nature, comprehensive development and practical activities to reflect the recognition of human problems in education. Knowledge is embodied in the following:
Based on the revelation of Marx's natural nature and the "nature of the nature", the nature of human life in education is further interpreted. That is, the human life in education is naturally displayed as a life growth process with unique personality and internal driving force, and that human needs as human nature are also the natural expression of human life in education. In order to understand and grasp people in education in the meaning of human life.
Based on Marx's argument about "the essence of human being is the sum of social relations in reality", it rethinks the social problems of people in education, and reunderstands the problems of "socialization and individuation of human being", "social standard and individual standard" in education from the nature of human society, and emphasizes the sociality of people in education. Understanding should be focused on "specific individuals".
Based on Marx's theory of "all-round development of human beings", rethinking the problem of human development and overall development of education in education, it is believed that the overall development of people in education is mainly reflected as a kind of overall development, comprehensive demand and development, and the need to achieve comprehensive development in the practice of individual activities. At the same time, it must be combined with the background of the times. Look at our overall development education.
Based on Marx's revelation of the significance of practical activities in the generation of human beings, it has a profound understanding of the nature of human practice and the relationship with the individual in education, and puts forward that learning and communication are the two basic practical activities of the people in education, which play a decisive role in the transformation of all human development possibilities into reality.
Through the discussion of the human problems in the above aspects of education, this paper thinks that the "further understanding of the problem of man in the pedagogy based on Marx", first, should have a profound reflection on the perspective and problems of human research in our pedagogy. Secondly, we should make a study of the theory of Marx on human being in contemporary education. There is a correct understanding and method in the study of problems. Finally, from the standpoint of pedagogy, we can find out a way of thinking about people's understanding in education.
【学位授予单位】：华东师范大学
【学位级别】：博士
【学位授予年份】：2007
【分类号】：G40
本文编号：2143430
[Abstract]:Education is a human cause, and the research of pedagogy should be centered on human research. In China, since the first half of Ye Max's spread in twentieth Century, the academic tradition of the study of pedagogy was initiated with the guidance of Marx doctrine. However, because of the original cause of history and society, we used the Marx theory to the present day. In the study of educational problems, there are still many problems, such as the ideology of the standpoint is greater than the study of the academic theory, the cold and the heat of the attitude, the simple affirmation or the simple negation, the mechanical copying of the method, the deductive reasoning, the arbitrary cutting of the content, the no understanding and so on. The Marx doctrine has been proved to have the contemporary price by history and practice to the present day. The world outlook and methodology of value should therefore be guided by Marx doctrine.
It is well known that the core of the Marx doctrine theory is philosophy, while Marx's philosophy, in a certain sense, is embodied in the theory of human learning, that is, the theory of human problems with the theory of "emancipating all human beings", which makes it possible and necessary to discuss the problem of people in education based on the theory of Marx.
In this paper, the theory of Marx's doctrine on human problems is defined in the elaboration of Marx (including Engels) on human problems, mainly from the four aspects of Marx and Engels about human nature, social nature, comprehensive development and practical activities to reflect the recognition of human problems in education. Knowledge is embodied in the following:
Based on the revelation of Marx's natural nature and the "nature of the nature", the nature of human life in education is further interpreted. That is, the human life in education is naturally displayed as a life growth process with unique personality and internal driving force, and that human needs as human nature are also the natural expression of human life in education. In order to understand and grasp people in education in the meaning of human life.
Based on Marx's argument about "the essence of human being is the sum of social relations in reality", it rethinks the social problems of people in education, and reunderstands the problems of "socialization and individuation of human being", "social standard and individual standard" in education from the nature of human society, and emphasizes the sociality of people in education. Understanding should be focused on "specific individuals".
Based on Marx's theory of "all-round development of human beings", rethinking the problem of human development and overall development of education in education, it is believed that the overall development of people in education is mainly reflected as a kind of overall development, comprehensive demand and development, and the need to achieve comprehensive development in the practice of individual activities. At the same time, it must be combined with the background of the times. Look at our overall development education.
Based on Marx's revelation of the significance of practical activities in the generation of human beings, it has a profound understanding of the nature of human practice and the relationship with the individual in education, and puts forward that learning and communication are the two basic practical activities of the people in education, which play a decisive role in the transformation of all human development possibilities into reality.
Through the discussion of the human problems in the above aspects of education, this paper thinks that the "further understanding of the problem of man in the pedagogy based on Marx", first, should have a profound reflection on the perspective and problems of human research in our pedagogy. Secondly, we should make a study of the theory of Marx on human being in contemporary education. There is a correct understanding and method in the study of problems. Finally, from the standpoint of pedagogy, we can find out a way of thinking about people's understanding in education.
【学位授予单位】：华东师范大学
【学位级别】：博士
【学位授予年份】：2007
【分类号】：G40
【引证文献】
相关博士学位论文 前4条
1 宋德勇;现代思想政治教育的人学解读[D];北京交通大学;2011年
2 张闯;马克思的教育哲学思想及其当代意义[D];武汉大学;2011年
3 郝兆杰;以人为本的教育技术价值取向研究[D];河南大学;2012年
4 谢娟;现代教育技术应用的伦理审视[D];山东师范大学;2013年
相关硕士学位论文 前2条
1 贾宏福;交往行动理论视野下的高校思想政治教育研究[D];山东大学;2012年
2 舒慧敏;贵州黎平侗族河歌传承的教育功能研究[D];西南大学;2013年
本文编号：2143430
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