基于“人的自由全面发展”思想对全人教育的批判性考察

A Critical Examination of Holistic Education Based on the Thought of"Free and All-Round Development of People"

近年来,欧美国家推崇的全人教育模式颇受关注,然而其是否合乎中国特色社会主义教育话语叙事有待从学理层面进一步推敲。作为我国教育的理论指导,“人的自由全面发展”思想兼具人的存在论与教育的认识论二重逻辑进路,与西方教育主张存在明显边界。鉴于此,需从“人的自由全面发展”思想的两种视界出发,解构全人教育内涵的缺陷不足,以期为我国教育模式守正创新提供必要的省思。在人的存在论层面,全人教育用观念把握人的本质规定,抽象张扬主体人格,暴露出宗教神秘倾向;“人的自由全面发展”思想回归感性的对象性活动,立足“现实的个人”指出消解异化、走向自由的合理路向。在教育的认识论层面,全人教育过分强调对教育的精神性解读,基于个体本位催生出利己主义思潮和技术理性偏见;马克思循着资本批判和消灭旧式分工的原则立场,创造性地提出寓于集体的综合技术教育,为无产阶级进步发展提供了重要参考。

the personality of the subject,and exposes the mystical tendency of religion.The thought of"free and all-round development of people"returns to the perceptual objective activity,and points out the reasonable way to dissolve alienation and move towards freedom based on"real individuals".On the epistemological level of education,holistic education overemphasizes the spiritual interpretation of education,and gives birth to the egoistic trend of thought and the technical rationality bias based on individual standard.Based on the principle of criticizing capital and eliminating the old division of labor,Marx creatively put forward the comprehensive technical education embodied in the collective,which provided an important reference for the progress and developmentof the proletariat.