| 论教育生活的生命价值——从《民主主义与教育》谈起 |
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| 引用本文： | 李家成.论教育生活的生命价值——从《民主主义与教育》谈起[J].湖南师范大学教育科学学报,2002,1(1):12-17,28. |
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| 作者姓名： | 李家成 |
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| 作者单位： | 华东师范大学教育学系,上海,200062 |
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| 摘 要： | 杜威完成了对二元论哲学的超越，建构了新的教育理论，但他的学说还只是理论性的，缺乏对现实的解释力。杜威的科学取向、工具态度和理性主义立场，使他从根本上忽视了人的情感、人的生命；同时也使得他未能从生命的角度去考察学校教育的价值。在他的理论中，生活价值是自明的。我们可以将教育生活视为生命的场景与条件。教育生活需要在现实中实现其生命价值。
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| 关 键 词： | 杜威 教育生活 生命价值 学校教育价值 理性主义立场 |
| 文章编号： | 1671-6124(2002)01-0012-06 |
On the life-value of educational activity |
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| Jia-cheng LI.On the life-value of educational activity[J].Journal of Educational Science of Hunan Normal University,2002,1(1):12-17,28. |
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| Authors: | Jia-cheng LI |
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| Abstract: | Dewey constructed his theory of Education in transcending the dualist philosophy, which was however strongly speculative but weakly practical. It's his scientist, instrumentalist and rationalist standpoint that makes him ignore human affection and existence and fail to inquiry into the life-value of school education. The life- value seems to him self-evident. The educational activity may be regarded as the circumstance and condition of human existence, and its life-value should be realized in the individual existence of educatees. |
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| Keywords: | Dewey educational activity life-value |
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