| 人文教育的当代意蕴 |
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| 引用本文： | 王亚娟,于康平.人文教育的当代意蕴[J].渭南师范学院学报,2012(4):27-29. |
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| 作者姓名： | 王亚娟 于康平 |
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| 作者单位： | 1. 渭南师范学院教育科学学院,陕西渭南,714000
2. 许昌学院,河南许昌,461000 |
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| 摘 要： | 人文教育不是一种具体的教育形式，而是一种教育价值取向。人文教：育的实质是使人全面占有自己的本质，最终使人成之为“人”。因此，原始社会的人文教育以提高人类改造和利用自然的能力为旨归，文艺复兴时期的人文教育以弘扬人的主体性，使人摆脱宗教神学的束缚为鹄的。而当代人文教育则以重建“精神自我”为现实起点，以加强科学教育为应有之义，以谋求人与自然的和谐发展为终极追求。
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| 关 键 词： | 人文教育 人之为人 意蕴 |
The Contemporary Significance of Humanities Education |
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| WANG Ya-juan,YU Kang-ping.The Contemporary Significance of Humanities Education[J].Journal of Weinan Teachers College,2012(4):27-29. |
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| Authors: | WANG Ya-juan YU Kang-ping |
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| Institution: | 1 School of Education Sciences,Weinan Normal University,Weinan 714000,China; 2 Xuchang College,Xuchang 461000,China) |
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| Abstract: | Humanities education is not a certain form of education but the value tropism of education.The essence of humanities education is making individuals to occupy their own quality completely and finally become a real man.Therefore,in the primitive society the aim of humanities education is to promote the human’s ability to take the advantage of the nature,and the aim of humanities education of the Renaissance is to promote and develop people’s dependence and get rid of the control of religions.The aim of contemporary humanities education is to rebuild their spirit,strengthen the science education and seek the harmony between nature and human beings. |
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| Keywords: | humanities education human being qua human being significance |
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