摘要
作为职业教育者的教师是社会劳动分工的结果。无论教育的意义有多大、性质有多神圣,其从业者也得来自普通人群。这也就意味着,每一个教育从业者并非自带神性。他们可以被要求具备教育所需要的各种专业知识、技能和素养,当然也可以被要求恪守教育领域特殊的职业道德标准,却不可以被要求具有神圣人格。在此意义上,爱作为教育的手段和工具是具有其现实合理性的。如果我们能够自信地宣示爱完全可以合理地作为教育的手段和工具,即可以进一步探讨教育中爱的艺术问题。如此,教育艺术的真实性也可以在科学的意义上得以确证,那么教育实践者和教育研究者都可以在原有认识和实践的基础上扩张想象的范围。
Vocational educators,members of the teacher family,are forming along with the social division of labor.No matter how significant or sacred the significance and nature of education may be,its practitioners come from the ordinary people.This means that every educator does not possess divinity.They can be required to possess various professional knowledge,skills,and qualities necessary for education,and of course,they can also be required to adhere to special professional ethical standards in the field of education,but they cannot be required to have a sacred personality.In this sense,love as a means and tool of education has its practical rationality.If we can confidently declare that love can be used as a reasonable means and tool of education,we can further explore the art of love in education.In this way,the authenticity of educational art can also be confirmed in a scientific sense,and both educational practitioners and researchers can expand their imagination based on their original recognition and practice.
作者
刘庆昌
LIU Qingchang(School of Education Science,Shanxi University,Taiyuan Shanxi 030006,China)
出处
《北京教育学院学报》
2025年第4期66-70,共5页
Journal of Beijing Institute of Education
基金
国家社科基金教育学一般课题“乡村公费定向师范生乡土情怀养成的研究”(BHA200160)。
关键词
爱
教育者
教育手段
教育精神
love
educators
educational means
educational spirit
