作　　者： ; ;

机构地区： 华南师范大学教育科学学院

出　　处： 《高等教育研究》 2004年第5期11-15,共5页

摘　　要： 人性假设是依一定的价值取向对人性的现实表现有选择的抽象,是人的实践活动的基本理论前提。教育“为人”,不管是其理论建构还是实践活动,必然建立在某种人性假设的基础上。以先验的“伦理人”和“理性人”为取向的预成论人性假设容易导致片面的教育;教育“成人”,关注人性发展的可能性与丰富性,必须从生成论人性假设出发,引导人的人性自觉和精神自由,促进人性的生成与丰富。 It is the selective abstract of human nature's realistic performance in accord-ance with certain value orientation, and also is the premise foundation of practice. And thuseducation must be established on a certain humanity hypothesis whether its theory's construction or practice activity. It is apt to cause one-sided education to talk about the pre-be-ing humanity hypothesis as orientation of 'ethical man' and 'rational man'. Education for human is to develop human's possibility and diversity of humanity. It must be based on the becoming humanity hypothesis. Education itself should promote humanity's becoming and diversity conforming with humanity.

关 键 词： 人性假设 预成论 生成论 教育本质

领　　域： [文化科学] [文化科学] [文化科学]