[1]程从柱.马克思“现实的个人”思想的教育哲学意蕴[J].南京师大学报(社会科学版),2024,(02):041-54.
 CHENG Congzhu.The Implications of Marx's Thought of “Real Individual” for Education Philosophy[J].Journal of Nanjing Normal University (Social Science Edition),2024,(02):041-54.
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马克思“现实的个人”思想的教育哲学意蕴
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《南京师大学报》(社会科学版)[ISSN:1006-6977/CN:61-1281/TN]

卷:
期数:
2024年02期
页码:
041-54
栏目:
教育学研究
出版日期:
2024-04-25

文章信息/Info

Title:
The Implications of Marx's Thought of “Real Individual” for Education Philosophy
作者:
程从柱
Author(s):
CHENG Congzhu
关键词:
马克思现实的个人教育哲学意蕴
Keywords:
Marx real individual educational philosophy implication
摘要:
教育是发展人性的人类事业,以一定的人学思想立基。马克思通过对传统人学的抽象人性论以及资本主义社会资本逻辑抽象统治的批判,确立了以“现实的个人”为出发点的历史唯物主义人学理论体系,为教育理论研究及其实践奠定了坚实的人学理论根基。马克思从不同的思想层面和思想维度对人的本质以不断深化的考察,把“现实的个人”的现实性本质归结为“一切社会关系的总和”,深刻反映了人的本质在生活性、实践性、历史性等方面的内涵特性。社会主义教育事业以“现实的个人”为主体对象,就是要直面每个个体的生活现实与身心发展需要,通过不断克服与扬弃资本现代性的抽象片面性及人的工具性异化,以促进每个个体超越现实性的发展与历史性的解放,不断追求人的全面发展和“自由个性”的教育价值使命的真正实现。
Abstract:
Education is a human cause to develop human nature, which is based on the theorical understanding of humanity. By criticizing the abstract theory of traditional human studies and the abstract rule of capitalist social capital logic, Marx established a historical materialist human theory system starting from “real individuals”, which provides a solid foundation of human theory for the theoretical research and practice in education. From different ideological levels and ideological dimensions, Marx constantly deepened his investigation of human nature, and summarized the most realistic essence of “real individuals” as “the sum of all social relations”, which deeply reflects the social connotations of human nature in the aspects of life, practice, history, etc. The socialist educational cause takes “real individuals” as the main object, which is to directly face the developmental needs of each individual's life reality and physical reality. By constantly overcoming and sublating the abstract one-sidedness of capital modernity and the instrumental alienation of people, it is possible for us to promote the development of each individual beyond mere reality and the liberation from historical constraints for each individual, and constantly pursue the true realization of the value mission for education to achieve the all-round human development and “personal freedom”.

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备注/Memo

备注/Memo:
程从柱,教育学博士,江苏师范大学教育科学学院教授(徐州221116)。本文系国家社科基金一般项目“新中国教育观念演进研究”(BAA210023)研究成果。
更新日期/Last Update: 2024-04-25