摘要
有关"劳动教育"是否与德、智、体、美等四育并列的讨论引发对教条主义的"劳动"概念和"劳动教育"的质疑和批判。究其本义,劳动蕴涵"辛苦"、"教养"、"实存"、"解放"等丰富的人性意义。批判教育学秉承传统马克思主义的劳动解放理论,吸纳霍耐特的劳动承认伦理,主张劳动教育应当具有人性解放、现实批判和承认伦理的人性意义。因此,劳动教育是追求自信、自尊和自重的解放过程,仍是实现教育目的的基本径路。
The discussion whether the 'labor education' is tied with the education of morality,intelligence,physique and Aesthetic caused the query and critique of the dogmatism concept of 'labor' and 'labor education'.It is originally found that the concept of 'labor' contains rich humanity meaning of 'hard' 'cultivate'' existence'' liberation 'alike.Critical pedagogy,adhering to the labor liberation theory of traditional Marxism and simultaneously absorbing the Honneth's labor acknowledged ethics,advocates the labor education should have the humanity significance of liberating human nature,critiquing reality and acknowledging ethics.Therefore,labor education is the liberation process with the pursuit of self-confidence,self-esteem and self-respect and is still the basic path of education purpose.
出处
《现代教育论丛》
2013年第4期7-12,共6页
Modern Education Review
基金
广东普通高校人文社科重点研究基地项目"‘教育以人为本'的理论阐释与素质教育的深化"(课题批准号:GDllCJY08和中国博士后科学基金项目"教育人性化的形而上学新探"(2012M511579)的研究成果之一
关键词
劳动
劳动教育
人性
解放
承认
labor
labor education
human nature
liberation
acknowledgement
