| 教育异化概念的衍化历程研究 |
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| 引用本文： | 闫智勇,何履胜.教育异化概念的衍化历程研究[J].重庆教育学院学报,2011,24(4):136-139. |
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| 作者姓名： | 闫智勇 何履胜 |
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| 作者单位： | 1. 天津大学职业技术教育学院,天津,300072
2. 重庆航天职业技术学院,重庆,400021 |
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| 摘 要： | 教育异化的外延和内涵演绎历程不同,在外延方面,异化概念首先在西方社会学中被提到理论高度,经过哲学领域的演变后,最终进入教育领域形成教育异化概念。在内涵方面,中、西方的嬗变截然不同。汉语自身的特点使异化概念泛化最为严重,极易造成歧义,建议在教育领域中慎用教育异化概念。
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| 关 键 词： | 教育异化 外延 内涵 泛化 衍化 |
Research on the development process of the concept of education alienation |
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| Institution: | YAN Zhi-yong1,HE Lü-sheng2(1.School of Vocational and Technical Education,Tianjin University,Tianjin 300072,China,2.Chongqing Aerospace Vocational Polytechnic,Chongqing 400021,China) |
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| Abstract: | The denotation and the connotation of education alienation have experienced a different evolution process.As for denotation,the concept of alienation has been first mentioned in western sociological theory.Then through the evolution of philosophy,it was introduced into the education field and the concept of education alienation formed.While as for connotation,its development is completely different between the China and the west.Just because of the Chinese language characteristics,the alienation concept has been generalized so seriously that it causes ambiguities very easily.Therefore,it is suggested that the concept of education alienation be used cautiously in the field of education. |
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| Keywords: | education alienation denotation connotation generalization development |
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