华东师范大学学报(教育科学版)

华东师范大学学报(教育科学版) ›› 2014, Vol. 32 ›› Issue (2): 13-20.

• 教育理论 • 上一篇    下一篇

何为教育实践？

金生鈜   

  1. 浙江师范大学 教师教育学院 浙江省 金华市 321004
  • 出版日期:2014-06-20 发布日期:2014-10-05
  • 通讯作者: 金生鈜
  • 作者简介:金生鈜

What is the Education Praxis？

JIN Sheng-Hong   

  1. ＣｏｌｌｅｇｅｏｆＴｅａｃｈｅｒＥｄｕｃａｔｉｏｎ，ＺｈｅｊｉａｎｇＮｏｒｍａｌＵｎｉｖｅｒｓｉｔｙ，Ｊｉｎｈｕａ３２１００４，Ｚｈｅｊｉａｎｇ
  • Online:2014-06-20 Published:2014-10-05
  • Contact: JIN Sheng-Hong
  • About author:JIN Sheng-Hong

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摘要： 本文站在实践哲学的角度，对教育实践的品质与地位进行规范性论证。教育实践在规范意义上具有向善性，其目的与行动内在统一，相互构成，是人类追求美好品质和美好生活的根本行动。教育实践及其目的是终极的，具有合目的、合理性和合道德的根本品质，是规范性的价值行动，不是实现其他目的的技术行为。现实的教育活动惟有成为追求美善生活和培育优秀人性的行动，它才是实践。当前教育的工具化、程式化和技术化，把教育降格为训练工具人的生产过程，使得教育行动失去理性原则的规范和伦理品质的限定。回归教育实践，意味着教育应该成为一种善的、理性的伦理行动，成为以终极目的为原则的实践。这是我们最为急迫的对真正的教育的希望和呼唤。

关键词: 实践哲学, 教育实践, 实践理性, 规范性,终极目的

Abstract: This paper is a normative inquiry which discusses the essence and position of education as praxis in the horizon of Practical Philosophy. The real praxis of education is an action for human being to cherish goodness and it is a fundamental way to pursue the good life and the excellence of humanity. Educational action and its purpose are united and constitutive. It is an action based on rationality, morality and internal purposiveness. Only education has the characteristics can it be the real praxis. The final purpose of education is ultimate, not instrumental and education is one of the highest forms of human practice. The instrumentalization and technicalization of education turns it into a technical process which makes the praxis degrading and distorted. Thus returning to praxis is a necessary appeal for education to become the practice which pursues its internal purpose consisting of good, ethical and rational actions.