华东师范大学学报(教育科学版) ›› 2020, Vol. 38 ›› Issue (11): 109-118.doi: 10.16382/j.cnki.1000-5560.2020.11.009

• 基本理论与基本问题 • 上一篇    下一篇

论价值教育的逻辑

李一希   

  1. 中山大学发展规划办公室,广州 510275
  • 发布日期:2020-11-16

On the Logic of Value Education

Li Yixi   

  1. Office of Development and Planning, Sun Yat-sen University, Guangzhou 510275, China
  • Published:2020-11-16

摘要: 教会一个孩子一项科学知识和让他形成一个价值观念这两个教育活动经常同时出现在日常教育的各个环节,但两者又显得非常不同。受功利主义影响,以传授科学知识为主要目的的智能教育得到广泛研究,而对于价值教育的规律性认识还比较缺乏,这对于推动教育更好地促进人的全面发展带来了不利影响。文章主要阐释了界定价值教育的两个关键条件,在此基础上研究提出了以行为为对象的意义赋予、以个体为载体的理性建构、以历史文化为基础的价值判断等三个价值教育的逻辑,并对三个逻辑的内在关系以及它们与界定价值教育两个关键条件的关系进行了讨论,最后对如何运用这些规律性认识开展价值教育实践进行了研究。

关键词: 价值教育, 价值观, 思想政治, 教育实践

Abstract: Knowledge and value are both taught in the course of education. But they work differently. Under the influence of Benthamism, intelligence education with the purpose of teaching knowledge is extensively researched and practiced. There is no adequate understanding of rules for value education. This could adversely affect the practice of value education and the impetus of education for holistic development. This paper mainly explains two key conditions to define the value education, and puts forward three value education logics, namely, the significance assignment of behavior as the object, the rational construction with the individual as the carrier, and the value judgment based on history and culture. It also discusses the internal relationship of the three logics and the relationship between them and the two key conditions of defining value education. Finally, how to use the understanding of the rules to carry out the practice of value education is studied.

Key words: value education, values, ideological politics, education practice