当代教育与文化
噹代教育與文化
당대교육여문화
CONTEMPORARY EDUCATION AND CULTURE
2014年
6期
8-13
,共6页
教育启蒙%超越性思维%整体性思维%生成性思维%人化教育
教育啟矇%超越性思維%整體性思維%生成性思維%人化教育
교육계몽%초월성사유%정체성사유%생성성사유%인화교육
Education enlightenment%transcendental thinking%holistic thinking%generative thinking%humanity-oriented education
教育思维是关于“教育”的观念综合体，是对教育实践的观念化概括和升华。教育启蒙思维是在教育的“启蒙”意识基础上，所形成的以“启蒙”为精神向度、实践目的论和方法论支撑的观念形态，其实践指向即是“使人成为人”的启蒙教化，体现着超越性、整体性和生成性的特点。在当代，推动教育启蒙思维的实践转化，需要坚持“人的启蒙”的使命，使其突破“奴化教育”、“物化教育”的束缚，并积极转向“人化教育”。
教育思維是關于“教育”的觀唸綜閤體，是對教育實踐的觀唸化概括和升華。教育啟矇思維是在教育的“啟矇”意識基礎上，所形成的以“啟矇”為精神嚮度、實踐目的論和方法論支撐的觀唸形態，其實踐指嚮即是“使人成為人”的啟矇教化，體現著超越性、整體性和生成性的特點。在噹代，推動教育啟矇思維的實踐轉化，需要堅持“人的啟矇”的使命，使其突破“奴化教育”、“物化教育”的束縳，併積極轉嚮“人化教育”。
교육사유시관우“교육”적관념종합체，시대교육실천적관념화개괄화승화。교육계몽사유시재교육적“계몽”의식기출상，소형성적이“계몽”위정신향도、실천목적론화방법론지탱적관념형태，기실천지향즉시“사인성위인”적계몽교화，체현착초월성、정체성화생성성적특점。재당대，추동교육계몽사유적실천전화，수요견지“인적계몽”적사명，사기돌파“노화교육”、“물화교육”적속박，병적겁전향“인화교육”。
Educational thinking is an integrated conception of education , a summary and sublimation of conceptualization of education practice . Education enlightenment thinking is an enlightenment‐oriented ideology , which is formed on the basis of educational enlightenment awareness , and supported by teleology and methodology of practice . Its practical purpose is directed at humanity‐oriented education , embodying transcendental holistic and generative features . To promote conversion of educational enlightenment thinking into practice in the present day needs to uphold the fundamental mission of man's enlightenment , breaking through the constraints of enslaving education and materialized education , and actively converting into humanity‐oriented education .
