摘要
依据目的—手段范畴分析工具,以教育人性化为圭臬,从"教育人性化"这一价值原则中衍生出"教育反人性化"另一价值关涉。教育反人性化表现为教育目的反人性化、教育内容反人性化和教育方式反人性化三个方面。基于批判理论的视角,针对历史的、现实的教育实践中存在的教育反人性化现象,研究表明,教育反人性化有其存在的社会根源、产生条件以及它所造成的后果,进而揭示了其驯化的本性。
According to the purpose-means category for the analysis tool, and education humanity as the standard, this article from the value principle of the ＂humanization of education＂ derived another value of ＂education anti-humanization＂. The education anti-humanization is manifested in three aspects： anti-humanization of educational purpose, anti-humanization of educational content and anti-humanization of educational method. Based on the critical theory, the research shows that the anti-humanization of education has its social origin, conditions and its consequences, and then reveals the nature of its domestication.
作者
张中原
扈中平
ZHANG Zhong-yuan HU Zhong-ping(School of Education, Fuyang Normal University, Fuyang, Anhui, 236000 School of Education, South China Normal University, Guangzhou, Guangdong, 510631)
出处
《基础教育》
CSSCI
北大核心
2017年第1期5-15,共11页
Journal of Schooling Studies
基金
国家社会科学基金"十二五"规划教育学一般课题"人性的教育学意义及教育人性化的实践策略"(项目批号:BAA130007)
关键词
教育
反人性化
接受倾向
剥削倾向
生产倾向
education
anti-humanization
acceptance-tendency
exploitation-tendancy
preduction-tendency
