劳动为幸福育人的逻辑理路、时代意蕴与实践遵循

Educating People Through Labor for Happiness: Logic, Implication and Practice

劳动为幸福育人命题的提出,至少内含三重逻辑理路:本原活动与时代主题的耦合构成了它的内在动机,劳动教育价值中幸福的迷失是它的现实之殇,劳动教育价值确认的导向性可发挥外在助推的作用。劳动为幸福育人主要涉及三个基本问题:一是,在主体维度上,幸福呈现何种面相;二是,在时间维度上,幸福呈现何种面相;三是,在空间维度上,幸福又呈现何种面相。简言之,这些问题分别探讨的是为了谁的幸福、为了怎样的幸福、为了哪些幸福。基于此,劳动为幸福育人的基本意蕴至少包括劳动是“为了学生的幸福”而育人、劳动是“为了全程的幸福”而育人、劳动是“为了完整的幸福”而育人三方面。故此,教师理应坚持如下实践遵循:首先,着力聚焦学生的幸福,充分激发个体的劳动学习主体性;其次,时刻关注全程的幸福,坚决反对忽视劳动过程的效果论;最后,努力维护完整的幸福,整体提升共同体的劳动幸福素养。

The proposition that educating people through labor for happiness contains at least three logical paths:the couplingof original activities and the theme of The Times constitutes its intrinsic motive;the loss of happiness in the value of labor education isits practical ruin;and the orientation of confirming the value of labor education can play an external boost role. There are three basic is-sues about labor for happiness education. First,on the main dimension,what is the direction of happiness?Second,on the temporal di-mension,what does happiness look like?Third,on the dimension of space,what does happiness look like?In short,whose happinessare these questions about?For what happiness?And for which happiness?Based on this,the basic implication of educating peoplethrough labor for happiness includes at least three aspects:labor education“for the happiness of students”,labor education“for thewhole happiness”,labor education“for the complete happiness”. Therefore,educating people through labor for happiness should ad-here to the following practice. First,we should focus on the happiness of students and fully stimulate the individual labor-learning sub-jectivity. Secondly,we should always pay attention to the happiness of the whole process and resolutely oppose the effect theory of igno-ring the labor process. Furthermore,efforts should be made to maintain complete happiness and improve the overall quality of laborhappiness in the community.