摘要
人的形象假设是教育思想产生和发展的前提和思想根源,人们从事教育活动就是以"人的形象"作为前提的。教育哲学是教育思想的前提反思,它对"抽象的人"中的"君子"、"宗教人"、"自然人"、"工具人"、"理性人"、"文化人"等不同表现形态的"抽象的人"形象进行了批判,其研究路向也转化到"具体个人",具体表现为教育研究和实践转向生命的主体的人,使教育活动指向个人生活世界,使教育本质的认识走向主体间指导学习,促进个体知识建构。
Abstract: The hypothesis of image of man is the premise and roots of emergence and development of educational thought. Educational philosophy is the premise reflection of educational thought, which criticizes kinds of images of "abstract man" such as "gentleman", "religious people", "natural person", "tools", and "intellectuals", etc. Meanwhile, educational philosophy also transforms to "specific man" which enables educational activities adjust to a particular individual.
出处
《凯里学院学报》
2010年第5期76-79,共4页
Journal of Kaili University
关键词
教育哲学
人的形象
抽象的人
具体个人
educational philosophy
image of man
abstract man
specific man