摘要
人的全面发展既是教育政策的发展目标,又是人存在的客观追求;既是人之本性,又是历史责任。质言之,人是目的。但在教育实践中,人却成为了工具,而学科知识却成了发展目的。这是对人全面发展的背离和误解。事实上,个体的全面发展需要实现＂梨形＂的发展,就是要在球状发展结构上实现某一方向的优势突出。人的全面发展尽管是运动变化的,但一直处在个体自由、自然道德和社会制度之约束张力的制衡之中,且最终需要回归人的本性。
Man＇s all--round development not only is the development target of education policy, but also is the objective pursuit; not only is human nature, but also is the historical responsibility. In essence, man is objective. But in education practice in it became a tool, and knowledge is become the development purposes, and this was a deviation and misunderstanding. In fact, the all--round development of individual need to implement the development of ＂pear--shaped＂, that is to say to realize a certain advantage direction on the development of spherical structure. Though man＇s all--round development is a movement, but always affected by individual freedom, the natural moral and social system, and ulti- mately need to return to human nature.
出处
《现代基础教育研究》
2014年第4期51-56,共6页
Research on Modern Basic Education
基金
西北师范大学2012年优秀博士学位论文培养基金(xbsfdx2012221)
关键词
人的全面发展
自然道德
教育
张力
people＇ s all-- round development, nature moral, education, tension
