摘要
教育管理善恶标准是教育管理伦理研究的基本理论问题。关于善恶标准的探讨,伦理学史上存在着伦理目的论与伦理道义论两种相互歧异的观点。马克思创立的唯物史观,超越了伦理目的论与伦理道义论在善恶标准方面的分歧,把人"作为在历史中行动的人去考察",科学揭示了善恶标准的基本规定性,为判断衡量教育管理善恶价值提供了理论基础。人的自由发展是教育管理必须坚持的基本伦理立场和应该追求的终极善。促进人的自由发展的教育管理是恪守人道、发扬民主、崇尚公平、坚持公益和注重效率的教育管理。
The ethics criterion of educational administration is the basic theoretical problem of education administration ethics research. There are two opposite views on ethics criterion in the history of ethics： teleology and deontology. The historical materialism, which is founded by Marx, beyond the divergences of teleology and deontology, takes the human as an activating one in history to study, reveals the basic prescriptive feature of ethics criterion, and provides theoretical basis to judge the value of the ethics of educational administration. Free development of human is the foundational ethical standpoint that educational administration must insist on, also the ultimate good that educational administration should pursuit. The educational administration promoting the free development of human, strictly abides by humanity, carries forward democracy, advocates equality, adheres to public welfare, and lays stress on efficiency.
出处
《教育研究》
CSSCI
北大核心
2014年第12期30-36,共7页
Educational Research
基金
"北京市属高等学校高层次人才引进与培养计划项目"(项目编号:CIT&TCD201504023)的研究成果
关键词
教育管理
善恶标准
人的自由发展
唯物史观
educational administration；ethics criterion；free development of human；historical materialism
