| 人性论的新视角及其教育意义 |
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| 引用本文： | 赵荷花.人性论的新视角及其教育意义[J].教育学报,2010,6(6). |
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| 作者姓名： | 赵荷花 |
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| 作者单位： | 新乡学院;华中师范大学教育学院; |
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| 基金项目： | 国家留学基金委课题，河南省"十一五"教育科学规划课题 |
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| 摘 要： | 作为教育基础的人性论多是对抽象人性的研究,对具体人性之复杂多样性、整体性、动态生成性、历史文化性关照不够,存在对教育场域适应的局限.从具体个体人性发展变化的过程角度看,人性是人以先天的遗传和发育为基础,在人生实践历程中经环境影响与自我选择而生成和发展的内在特性.它包含习性、秉性、共性、天性、自性,它们相辅相成又相互制约的变化,构成了人性动态发展的图景.这种人性认识能适切地阐释教育场域的人性问题,推动我们审慎思考教育理论与实践.尤其是深刻理解:教育的核心意义是促进人性发展与完满;教育的起点和终点都是人性多样发展的人;教育的关键是启发自觉、培养学生自我完善的能力;人性化教育是提升人性的必由之路.
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| 关 键 词： | 人性 人性论 "五性"人性论 人性化教育 |
New Perspective of Humanity Theory and Its Significance to Education |
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| ZHAO He-hua.New Perspective of Humanity Theory and Its Significance to Education[J].Journal of Educational Studies,2010,6(6). |
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| Authors: | ZHAO He-hua |
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| Institution: | ZHAO He-hua(Xinxiang University,Henan Xinxiang 453003,College of Educational Science,Central China Normal University,Wuhan 430079,China) |
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| Abstract: | As the base of education,most humanity theories concern abstract humanity,but give little attention to the specific humanity's complexity and diversity,integrity,dynamic generative nature,and its relation with history and culture.All these lead to their limitations in applying to educational realms.From the angle of humanity development process of a particular individual,humanity is human's internal trait that is generated and developed under the environmental influence and through self-selection in the cou... |
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| Keywords: | humanity humanity theory five-nature humanity theory humanity education |
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