發(fā)布時間：2018-03-10 20:09

  本文選題：啟蒙　切入點：教育　出處：《山西大學(xué)學(xué)報(哲學(xué)社會科學(xué)版)》2017年02期 　論文類型：期刊論文

【摘要】：基于不同的文化歷史語境與實踐情態(tài),“啟蒙”展現(xiàn)出來的內(nèi)涵是極其豐富的。通常以“啟蒙運動”代替“啟蒙”發(fā)生的內(nèi)在邏輯的做法,是對“啟蒙”本質(zhì)、內(nèi)涵與價值使命的片面化。教育與“啟蒙”存在著本質(zhì)性的聯(lián)系,二者都關(guān)注如何使人成之為“人”的問題。立足于教育“培養(yǎng)人”的價值前提,廓清“啟蒙”的教育學(xué)意蘊,不僅有利于在理論上完整地認(rèn)知“啟蒙”,也有助于糾偏實踐中的認(rèn)識論偏差,更好地助推教育價值轉(zhuǎn)型、落實使人成之為“人”的啟蒙目的與使命,最終促進人的理性與自由。
[Abstract]:Different cultural and historical context and practical modality based on the connotation of "Enlightenment" appear to be extremely rich. Usually in the "Enlightenment" instead of "Enlightenment" the inherent logic of the approach of "Enlightenment" essence, one-sided connotation and value of education. The mission of "Enlightenment" and the nature of existence two of them are concerned, how to make people as the "people". The premise of value based on the education of "culture", meaning learning clearance "Enlightenment" education, not only conducive to the complete cognition of "Enlightenment" in theory, also contribute to the correct understanding of the practice of partial deviation. To better boost the value of education transformation, the implementation of the people as "the purpose and mission of enlightening people", and ultimately promote the rational and free people.

【作者單位】： 東北師范大學(xué)教育學(xué)部;
【分類號】：G40-02
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本文編號：1594878