摘要
教育学研究的核心是特定的人性假设。各种人性假设尽管被作为学科理论的逻辑前提,其自身由于未得到严格证明,在教育学中容易陷入困境。从证成方式上,人性假设可分为极点式和线段式人性假设。二者均以静态、片面、单向度的思维方式为取向,与特定的社会历史背景有关,使教育"成人"难以实现。从教育人学的立场出发,基于人的可能性与复杂性特征,从主体、对象、目的、结果与维度等角度,尝试建立一种动态与立体的人性假设。"比较人"是一种确定自我与他者、自我与他我之间相同点和差异点,并做出判断,采取某种行动的人性形象。"比较人"假设的教育意义在于:教育引导人以自信,促使人走向完善,实现人的可能性与复杂性存在。
Tile core of educational research is tile specific hypothesis of human nature. Despite having been served as tile logical premise oftbe disciplinary theories, these human nature hypotheses are easy to get bogged down in education because riley are not strictly proved. From tile methods of justification, these hypotheses can be divided into file polar point and tile line segment human nature hypotheses. Theeir starting points are static, one- sided and one-dimensional, which are related to certain social historical background, rims making cultivation of education difficult to realize. Education is based on tile characteristics of human possibility and complexity, and attempts to establish a dynamic and three-dimensional human hypothesis from tile perspective of subject, object, propose, resffit and dimension. The ＂comparative mail＂ is a kind of human figure that compares tile similarities and differences between ego and tile other, ego and alter ego, and takes further action after making judgments. Tile educational significance of tile ＂comparative mail＂ hypothesis is that education leads people to be confident, which leads to ＂better＂, and the possibility and complexity of tile realization of human beings.
作者
徐胜阳
扈中平
XU Sheng-yang;HU Zhong ping(School of Education,South China Normal Univmsity,Guangzhou,Guangdong,510631)
出处
《基础教育》
CSSCI
北大核心
2018年第4期5-13,共9页
Journal of Schooling Studies
基金
全国教育科学规划课题“人性的教育学意义及教育人性化的实践策略”(项目编号：BAA130007)
华南师范大学研究生创新计划资助项目“教育关涉人的美好生活的实践路向”(项目编号：2017WKXM001).
关键词
人性假设
比较人
教育人性化
可能性
hypothesis of humman ature
comparativeman
humanized education
possibility
