北京航空航天大学学报社科版 ›› 2021, Vol. 34 ›› Issue (5): 139-145.DOI: 10.13766/j.bhsk.1008-2204.2020.0056

• 高教研究 • 上一篇    下一篇

教育本质——基于西方教育思想的哲学考察

郭曼瑞   

  1. 北京航空航天大学 高等教育研究院, 北京 100083
  • 收稿日期:2020-02-24 发布日期:2021-10-09
  • 作者简介:郭曼瑞(1993-),女,山西晋城人,博士研究生,研究方向为高等教育管理.

Essence of Education: A Philosophical Examination Based on Western Educational Thoughts

GUO Manrui   

  1. Institute of Higher Education, Beihang University, Beijing 100083, China
  • Received:2020-02-24 Published:2021-10-09

摘要: 关于教育本质的问题,数千年来争论迭起,但这些争论都离不开"教育是有意识地培养人的社会实践活动"这一概念。人是教育活动中的主导要素,追问教育的本质在一定程度上就是追问人的本质,因此,人学思想的演变是教育思想演变的主要依据。探究教育本质不能陷入某一种或某几种教育思想的静止泥潭,而是要在整个历史长河的动态演进中辩证把握。问题不在于教育本质的终极回答是否存在,而在于追问本身及其过程。从教育本质看,教育没有绝对的好坏之分,关键是要在历经数千年的不同教育思想的争鸣中理解教育。同时,回归现实进行整合思考,对教育实践做出符合时代哲学思维特点的启发。

关键词: 人学思想, 人的本质, 教育思想, 教育本质, 历史演进

Abstract: The essence of education has been debated for decades. However, the arguments are inseparable from the concept that education is the social practice of consciously cultivating people. The nature of education is, to a certain extent, the nature of human; therefore, the evolution of Hominology thoughts is the basis for the evolution of educational thinking. When exploring the essence of education, we should dialectically grasp the dynamic evolution of the entire history, rather than fall into the static quagmire of one or more educational thoughts. The question is not whether the ultimate answer to the nature of education exists, but rather the question itself and its own process. From the essence of education, there is no absolute good or bad education. The key is to understand education in the arguments of thousands of years of different educational thoughts. Meanwhile, we should return to reality and integrate thinking, and make educational practices consistent with the philosophical thinking of the epoch.

Key words: hominology thought, nature of human, educational thought, nature of education, historical evolution

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