摘要
人性论是教育活动和教育学的前提。前人依据不同的人性论 ,提出了诸多教育主张。当我们以发生学的方式 ,返回生命本身 ,重新探询人之生存和人之生成 ,在价值追寻和工作机制层面上 ,思考教育与人性的关系时 ,我们将发现 ,人不断生成着 ,在各种关系中 ,人不断追寻自我确证、追寻生命意义感。以此种人性假设为出发点 ,我们应树立新的教育主体观 ,应自觉地实现时间、空间和工具的个人意义的生成 。
The theory of human nature is the premise of education. Many theories have been developed based on different theories of human nature. When we base the research on the living person and think about the existence and development of human beings on the dimension of value and practice , we find that he is in constant change and in pursuit of self_identity and of the life meaning. Based on such hypotheses,we should have new outlook on persons in education, should help students achieve life meaning in the perspective of time, place and tool,and should base practice on human nature.
关键词
人性假设教育
生命个体
生命意义感
hypothesis of human nature
education
individual human being
life meaning
