摘要
"人性假设"是人文社会学科发展不可回避的理论逻辑前提。管理学与教育学分别极端地反映了人类"工具理性"和"价值理性"的终极诉求,因此尽管各自有诸多的人性假设,但最终却可以概括性地归纳为"效益人"和"圣贤人"假设。高等教育管理学脱胎于管理学与教育学,其人性假设因其总是处于"效益人"和"圣贤人"的两难困境之中,在"工具理性"与"价值理性"之间摇摆徘徊,从而导致高等教育管理的异化,也阻碍了学科自身的发展。高等教育管理目标及其主客体的特殊性说明管理学与教育学中主客二分的思维模式不再适用,只有在"主体间性"的指引下导入"沟通理性"才有可能使高等教育管理走出尴尬处境,而"沟通理性"基础之上的人性预设必然也只能是"自由人"。
Humanity hypothesis is logical premise of social science. In ultimate appeal, management science pursuits instrumental rationality and pedagogy pursuits value rationality. So the former hypothesis about humanity can be summarized as ＂efficient man＂ and the latter can be generalized as ＂sages＂. The subject of higher education management emerges from management science and pedagogy, and its humanity hypothesis is in dilemma, which causes alienation and obstructs development of higher education management. The unique goal and subject and object of higher education management indicates that the dualism of subject-object had not been applicable to this course, and only communication rationality based on inter-subjectivity can make higher education management get out from embarrassment. Further more, humanity hypothesis must be and can only be ＂freeman＂ because of communication rationality.
出处
《南通大学学报（社会科学版）》
2007年第6期116-122,共7页
Journal of Nantong University:Social Sciences Edition
关键词
人性假设
工具理性
价值理性
沟通理性
自由人
humanity hypothesis
instrumental rationality
value rationality
communication rationality
freeman
