摘要
人文教育的边缘化困境,无论是在官方、校方、学生,还是在人文课程的任课教师身上都有体现,追根溯源是"功利主义"与"科学主义"两股社会思潮双面夹击的结果。要对边缘化困境进行突围,不仅需要我们在理念上真正认识到人文教育的重要价值,同时也需要在教学制度上为其保驾护航。
The marginalized plight of humanistic education stems from utilitarianism and scientism, which can be seen from the official, school, students as well as course teachers of humanities. To break out of the marginalized plight, we need to truly recognize the important value of humanistic education, and also need to take some protective measures for the teaching system.
出处
《广东外语外贸大学学报》
2011年第5期93-95,共3页
Journal of Guangdong University of Foreign Studies
基金
广东省211工程三期重点学科建设项目"人文学中心建设"阶段性成果(项目编号:gdufs211-2)
关键词
人文教育
边缘化
功利主义
科学主义
humanistic education
marginalized plight
utilitarianism
scientism
