摘要
"赋予学生学习自由"倡导解除各种形式的强制,让学生自由地学习。"赋予学生学习自由"存在逻辑的政治学僭越、潜能的价值性神话和文化的虚无主义泛滥等迷误。对其进行反思与超越,生发出"学习通达自由"的新观点。"学习通达自由"主张学生通过受他人与自己限制的学习,逐渐获得文化自由,并在文化自由中实现文化式的自然自由。其机制是,学生在拥有限制性学习的权利的基础上,在学习体现真善美的人类文化精华的过程中,不断经由"真的探求"、"善的确立"和"美的体验",从解除束缚的解放状态逐渐达至自主活动的存在状态。
＂Endowing the students with learning liberty＂ advocates relieving all kinds of constraints of learning to let students learn freely, which has some confusions such as ＂logical politics arrogation＂, ＂potential value mythology＂ and ＂cultural nihilism overflow＂, etc. New viewpoint of ＂learning reaches liberty＂ has come into being with reflection and exceeding on that. The idea that ＂learning reaches liberty＂ advocates that students gradually obtain cultural liberty through learning restricted by others or themselves, and realize cultural natural liberty in the cultural liberty. Its mechanism is that students gradually reach the existence status Of initiative activity from the liberation status of releasing restriction, continuously via ＂exploring the truth＂, ＂establishing the good＂ and ＂experiencing the beauty＂ in the course of learning the human cultural essence reflecting truth, good and beauty, based on having the right of restricted learning.
出处
《教育研究》
CSSCI
北大核心
2008年第6期35-40,共6页
Educational Research
基金
广东省哲学社会科学“十一五”规划课题“当代学习文化形态的文化哲学考察与建构”(课题批准号:07SJQ003)的阶段性研究成果
关键词
学习
自由
文化自由
自然自由
learning, liberty, cultural liberty, natural liberty
