教育理想的异化与重建

The Alienation and Reconstruction of Educational Ideal

古典的超验的个体化的理想与教育理想经过启蒙运动与科学主义的洗礼后异化为实证的"社会化理想"与"社会化的教育理想"。不过,社会化的理想与社会化的教育理想在近现代的膨胀导致了自身存在的危机,并且这种危机影响到了"理想本身"与"教育理想本身",使它们存在的合法性与正当性遭到了现代教育者的质疑。在新的时代背景下,重建教育理想具有重要的意义。教育理想应在"程序"与"实质"之间,把理想区分为实质性理想与程序性理想,前者强调结果和目的的理想性,后者强调过程与形式的理想性。其中,实质性教育理想为程序性教育理想指明了目的,防止了后者沦落为封闭与虚无的可能;而后者提供了接近前者的现实路径,使前者具有了一定程度的现实性。

The classic and transcendent individualized ideal and the educational ideal have developed into the empirical socialized ideal and the socialized educational ideal after undergoing the Enlightenment and scientism. However, the extreme inflation of the socialized ideal and the socialized educational ideal in the modem society has led them into the crisis of existence, affecting the ideal itself and the educational ideal, thus the validity and rationality of their existence are questioned by the modem educators. In the new background, reconstructing the educational ideal is of great significance. We should make a difference between the procedure and the substance, which means we should divide the ideal into the essential ideal and the procedural ideal, with the former emphasizing the ideality of outcome and purpose and the latter stressing the ideality of process and form. The substantial educational ideal points out the direction for the procedural educational ideal, preventing the latter from falling into closedness and nihility, while the procedural educational ideal provides the actual approach to the substantial educational ideal, making the latter be actual to some extent.