摘要
在教育实践中,若教育目的背离人性的生长和发展规律,而教育手段则又顺应、适合和促进人性生长和发展,这一教育形态被称之为"教育非人性化"。教育非人性化具体表现为,其旨趣在于重"劳动力"的塑造而轻"文化人"的培养;其内容是重"功利知识"的价值而轻"人文知识"的价值;其管理方式是重"科层制"而轻"民主制"。这一不良现象产生的主要原因在于教育目的根植于"市场化";教育内容立足于"经济化";教育方式着眼于"工厂化"。教育非人性的后果造成了人的"物化"。
Dehumanized education refers to such educational practice, in which educational purpose deviates from the laws of development of humanity while its means can conform, fit and promote the growth and development of humanity. In dehumanized education, the purpose of education emphasizes on labor-force training while ignores intellectual cultivattion, the content of education emphasizes on the value of ＂utilitarian knowledge＂ while ignores the ＂humanistic knowledge＂ and the management of education emphasizes on ＂bureaucracy＂ while ignores ＂democracy＂. The main reasons of thisphenomenon are that the purpose of education is rooted in the ＂market＂, the content of education is based on the ＂economy＂ and the management of education is aimed at ＂factory＂. The consequence of dehumanized education is to cause the ＂reification＂of people.
出处
《教育学术月刊》
北大核心
2016年第11期44-52,共9页
Education Research Monthly
基金
国家社会科学基金"十二五"规划教育学一般课题"人性的教育学意义及教育人性化的实践策略"(BAA130007)
关键词
教育非人性化
人性
教育功利化
教育市场化
教育经济化
教育工厂化
dehumanized education, humanity, utilitarian education, market-oriented education, economy typed education, factory-like education
