摘要
教育认识是作为主体的人对作为客体的教育的能动辨明,以及在辨明过程中获得的教育见解、观点或思想。教育认识的首要因素是主体与客体,然后是起点、过程和结果。从教育与社会和人的三边关系看,教育认识的立场往往处于社会立场或人的立场摇摆之中。春秋战国和古希腊古罗马先哲的教育认识具有历史代表性,其中儒家、墨家、法家及昆体良的教育认识总体上体现了社会立场,道家及古希腊三哲的教育认识总体上体现了人的立场。分析东西方早期具有代表性的教育认识的目的在于超越教育认识的时空阈限,反思教育认识与人类生命之间的深层关系。
Educational cognition refers to the active identification of education as an object by the subject,and the educational opinions,viewpoints or thoughts acquired in the process of identification.The first factor of educational cognition is the subject and object of educational cognition,and then the starting point,process and result of educational cognition.From the perspective of the trilateral relationship between education,society and human beings,the standpoint of educational cognition is in the swing of society and human beings.The educational cognition of the ancient philosophers in the Spring and Autumn Period and the Warring States Period and in ancient Greece and Rome is historically representative.The educational cognition of Confucianism,Mohism,Legalism and Quintilian embodies the social position on the whole,and the educational understanding of Taoism and ancient Greece embodies the human position on the whole.The purpose of analyzing the early representative educational cognition of the east and the west is to transcend the time and space threshold of educational cognition,reflect on the deep relationship between educational cognition and human life,and establish the life standpoint of educational cognition.
作者
刘冲
巴登尼玛
Liu Chong;Badeng Nima(Education of Sichuan Normal University)
出处
《教育史研究》
2021年第4期173-184,共12页
Educational History Studies
基金
教育部人文社会科学研究项目“‘大学—小学’教师共同体协同培养小学卓越教师的机制研究”(20XJC880004)。
关键词
教育认识
认识起点
认识过程
认识结果
生命立场
educational cognition
cognitive starting point
cognitive process
cognitive result
life standpoint
