摘要
人性是作为实体的人所共有的并区别于其他动物属性的总和。就语境而言,人性的概念逐渐从对自然和超自然(神性)的背离中转向对物化的反动,由此为教育的人文化增添了越来越丰富的内涵。就结构而言,人性概念呈现出轻视身体方面、偏重心灵方面,且在心灵方面又逐渐从理性层面转向非理性层面的特征,给教育带来的是教育目的观的转换。就可塑性而言,人性概念具有某些不变的要素,但是这些要素的表现形式在不断地发生变化,为教育的必要性提供了重要的基础。就基础而言,人性概念可以在生物进化的系列中加以阐释,进一步说明了人类在学习或教育上的独特性和可能性。
Human nature is the sum of properties of human beings as an entity distinguished from other animals. In terms of the context, the concept of human nature is constructed from the natural and supernatural power （divinity） to the objectification, thus enriching the connotation of educational humanization. In terms of its structure, mind is more high- lighted than the body and the mind is turning from rationality to irrationality, leading to the transformation of the view of ed- ucational aims; in terms of its plasticity; the concept of human nature involves some of the invariable elements which are flexible in their forms, providing the important basis for the necessity of education. In terms of the foundation, the concept of human nature can be elaborated in the sequence of biological evolution, informing the uniqueness and possibility of human learning or education.
出处
《教育理论与实践》
CSSCI
北大核心
2014年第6期3-6,共4页
Theory and Practice of Education
关键词
教育
人性
自然
超自然
education
human nature
natural
supernatural power
