摘要
教育目的是"为人"的,其价值取向是"人为"的。人的诗意生成性本质决定了教育具有诗意生成性的本质。中国传统教育以诗意文化为依托,运用诗意言说的方式,形成"春风化雨、润物无声"的教育质效,自然具有诗意的本质。而在中国教育发展的历程中,一度奉"理性教育"为圭臬,使得教育朝"逻各斯中心"发展,教育成为"非诗意"的存在。教育本真回归的路径在于教育目的指向培养完整的人、教育内容依托诗意文化、教育过程润泽心灵、教育言说凭借典雅的汉语。
Education is aimed at persons and its value orientation is man-made. Man＇s nature of poetry deter- mines education＇s nature of poetry. The traditional Chinese education is poetic because it is based on poetic culture and has gained the educational effect of “life-giving spring breeze nourishing the soil softly”. In the developmental course of Chinese education, however, “rational education” education into the logocentrism and following aspects： education is aimed making education the at developing a whole has been taken as the criterion for a period of time, leading existence of non-poetry. The approach to return lies in the person; educational content is based on the poetic culture;educational process nourishes the mind; educational narration is of the elegance of Chinese.
出处
《教育理论与实践》
CSSCI
北大核心
2014年第5期12-15,共4页
Theory and Practice of Education
关键词
教育本真
诗意
教育目的
教育内容
教育过程
教育言说
true education
poetry
educational aim
educational content
educational process
educational narration
