摘要
尊严标识人的存在,而教育使人成为人,这就为教育关涉人的尊严提供了基本的依据。尊严是个体精神成长的奠基性价值,也是社会公共生活的首要价值。教育的本己价值在于促进受教育者的人格和精神健全发展,促进社会合作与团结是其社会功能的核心内容,因而尊严得以成为教育的目的性价值追求。人的"未完成性"是尊严和教育的共同源泉,尊严源于人的内在的道德潜能,而教育唤醒和帮助实现人的潜能,这是教育关涉人的尊严的基本切入点。教育之所以能对人的尊严有所作为,是因为教育能够提升人的尊严,培养人有尊严生活的能力;教育的过程之所以可能是尊严的,是因为教育的过程本身包含着尊严的元素。教育过程中尊严价值的实现受社会历史条件的制约,提升教育过程中的尊严具有现实的可能性。
Dignity identifies the existence of human and education forges human, which provides the basis for education concerning human dignity. Dignity is the basic value of individual spiritual growth and the primary value of social public life. The own value of education is to promote the development of personality and spirit of the educatees, and the core content of its social function is to promote social cooperation and unity, therefore, dignity can be the pursuit of the value of education. The ＂unfinished＂ nature of human being is a common source of dignity and education. Dignity comes from people＇s inner moral potential, and education awakens and helps to realize human potential, which is the basic breakthrough point of education involving human dignity. The reason why education can do something for human dignity is that education can promote human dignity and cultivate the human ability to live with dignity. The reason why education itself could be dignified is that elements of dignity are contained in education. The realization of the dignity value in the education process is restricted by the social historical conditions, but there is realistic possibility to promote dignity in the education process.
作者
胡友志
冯建军
Hu Youzhi Feng Jianjun
出处
《教育研究》
CSSCI
北大核心
2017年第9期12-22,共11页
Educational Research
基金
国家社科基金(教育学)一般项目"我国教育哲学学科发展的世纪反思与人学建构"(项目编号:BAA120010)的研究成果
关键词
教育
尊严
精神成长
尊严生活
education, dignity, spiritual growth, dignified life
