从人的特质看教育的真义和悖论

On Educational Essence and Paradox from Human's Peculiarity

人,是一种"不完善"且"可完善"的存在物。当人在种群意义上获得了"类的本质"之后,"不完善"的个体人便具备了"可完善"性,这种"可完善"性表征为主体性和生成性两大特质。确认人的主体性,意味着教育是一种尊重和信任;确认人的生成性,意味着真正的教育是一种唤醒和引领。然而,现代教育无视人的这种特质,把人当作容器来"灌输",当作物件来"加工",进而陷入"物的教育"的歧途。因此,教育必须从人的特质出发,在人的特质框架中进行重建,才能走出自身的悖论。

Humans are imperfect, but can be perfected. While obtaining the essence of the species, imperfect individuals have achieved the property of being perfected, which is characterized by subjectivity and productivity. Admission of subjectivity indicates respect and conviction, while admission of productivity implies awakening and guiding. Modern education, however, disregards it and considers humans as containers of knowledge and processes them as products in a wrong way. Therefore, only in accordance with human＇s peculiarity can education shun its paradox.