教育管理中的人性假设:特征、反思与转型

Assumptions about Human Nature in Educational Administration:Characteristics,Rethinking and Transformation

人性假设是教育管理思想发展的基本理论之源。教育管理中的人性假设具有以预成性人性观为逻辑基础,以生成性人性观为演绎前提,以人性自由为终极目的的基本特征。教育管理思想的演进与人们对人性认识的深化相伴而生,在西方教育管理发展史上,先后出现了"经济人""社会人""自我实现人"和"复杂人"等人性假设。经由哲学反思可以发现,它们都存在强调片面人性,忽视整体人性;重视预成人性,轻视人性生成;偏重人性"管理",忽略人性"教育"等认识弊端。实现教育管理思想的当代变迁,应首先完成教育管理人性观念从还原论到整体论,从预成论到生成论,从本体论到实践论的范式转型。

Assumptions of human nature are the basic theory source of education management thought development. The human nature hypothesis in education management has the basic characteristics of preformed human nature as the logical basis,generative human nature as the deductive premise,and human freedom as the ultimate goal. The evolution of education management thought is accompanied by the deepening of people’s understanding of human nature. In the development history of western education management,human nature assumptions such as "Economic person","Social person","Self-actualization person" and "Complex person" have appeared successively. Under philosophical rethinking,we can find that all of them have some cognitive defects,such as emphasizing one-sided of human nature and ignoring the whole human nature,attaching more importance to pre-human nature and despising the generation of human nature,emphasizing the "management" of humanity and ignoring the "educate" of humanity and so on. To realize the contemporary change of education management thought,the assumptions of human nature in educational administration should firstly realize the paradigm transformation from reductionism to holism,then from preformationism to generativism,and from ontology to practicalism.