作 者: ;
机构地区: 华南师范大学政治与行政学院
出 处: 《教育研究》 2010年第8期25-30,共6页
摘 要: 人类解放是马克思理论体系之核心,涵盖个体主体和社会力量双重向度的解放诉求,构筑了马克思观照和检视人类历史进程中理想与现实的宏大视域,奠定了马克思主义教育研究的理论视角。在人类解放的视域中审视教育,教育之目的在于"每个人的自由而全面的发展",教育之功能在于"化育个体"和"改造社会"。我们必须警惕教育技术化过程中的"工具理性"僭越,彰显出教育在人类解放事业中的价值合理性。 Liberation of humankind is the core of Marx's theoretical system. It covers the demands of liberation which has contained the dual dimensions of individual subjects and social forces, built the grand filed of the ideal and reality in the course of human history by views and inspections of Marx, and established the theoretical perspective of educational research by Marxist. Examining education in the domain of liberation of humankind, the purpose of education is "everyone's free and comprehensive development", and the function of education is "enlightening individuals" and "transforming society". We must be aware of the overstepping of "instrumental rationality" in the process of technical education, and highlight education's rationality of value in the cause of liberation of humankind.