论世界观教育

本文所作的乃是对世界观教育的哲学阐释,具体说是基于世界观之哲学解读成果,援引各种哲学理论资源,在哲学思维层面上对世界观教育几个基础性问题的分析和探讨。这一分析和探讨包括以底几个部分:第一章,导论:生活世界、人的教化与世界观教育。世界观的最终根基乃是它所关涉的、人生活于其外的现实生活世界。生活世界的矛盾本质上是人与世界的矛盾,是必须由人来承担和加以解决的矛盾。生活世界矛盾的实践解决要求并推动着人的教化,即人的自我完善和自我超越。在人类的生存和发展外,世界观教育作为人类教育外的根本性教育,构成了人的教化的结构环节和根本方式,并且以人的生活实践以及生活世界的进展和变革为最终的归宿。所以,世界观教育在具体筹划和实施时,应该成为植根于现实生活世界的、努力朝向人的自我完善和自我超越的、极力达成人与世界建设性互动的生活实践教育。第二章,世界观的生存本体性与世界观教育的本质。世界观作为人们看待世界的方式以及由这种方式所产生的对于世界的总的看法和根本观点,不是本体论的,而是生存本体性的。任何一种被实际践行的世界观都是人的生存的一个本质要素,归属于每一个具体的人和由具体的人组成的人群共同体的生存本质结构。世界观的主题始终是如何处理和协调人与世界的关系。世界观教育作为对人的特定世界观的培育活动,它的深层本质乃是以教育的方式帮助受教育者建构具体的、历史的人与世界的生存关系。这种建构所具有的世界开放、社会共契和境界超越三种品格,构成了世界观教育深层本质的三个基本规定。第三章,世界观的总体性与世界观教育科学和人文的统一。世界观的总体性作为世界的总体性、人的总体性以及人与世界关系总体性的表征,乃是世界观的本性和内在要求。世界观的总体性决定和支撑着世界观教育科学和人文的统一性。帮助受教育者树立一个完整统一的世界观,努力实现世界观教育科学和人文的统一,对于促进人的全面发展,对于当代人类摆脱科学文化与人文文化分裂所造成的生存和发展危机,具有十分重要的现实意义。实现世界观教育科学和人文的统一,应注重对受教育者科学精神和人文精神的培育、奠定科学知识和人文知识并重的知识基础以及做到理性引导方法与情感熏陶方法的有机结合。第四章,世界观的交互主体性建构与世界观教育的对话策略。世界观的形成、发展和变革乃是一个交互主体性的建构过程。世界观教育作为一个试图解决社会所要求的世界观与受教育者世界观发展状况之矛盾的交往过程,乃是以教育者与受教育者的相互理解和达成共识为导向的。世界观教育交往不断累积的理解性成就推动着受教育者朝向社会所要求的世界观的建构活动。世界观教育交往的理解导向决定着教育者与受教育者的#p#分页标题#e#This thesis is the philosophical explanation of worldview education, that is, it is theanalysis and exploration of some basic problems of worldview education, on the basis of theachievements of the philosophical interpretation of world view, consulting various resourcesof philosophical theories. This thesis includes :Chapter one, introduction: life-world, edification of human being, and worldvieweducation. The final basis of world view is the real life-world in which human beings live.The contradiction of life-world in nature is the contradiction between human being and theworld, which must be endured and resolved by human being. The practical resolution of thecontradiction of life-world requires and gives impetus to human edification, i.e. theself-perfection and self-transcendence of human being. In the history of human existence anddevelopment, worldview education, as the fundamental education of human being, constitutesthe structural procedure and fundamental way of human edification, with the humanlife-practice and the development and transformation of life-world as its final destination.Therefore, in the planning and carrying out of the worldview education, it should become akind of life-practice education rooted in the real life-world, oriented to the self-perfection andself-transcendence of human being, and endeavoring to achieve the constructive interactionbetween human being and the world.Chapter two, the existence onticality of world view and the essence of worldvieweducation. World view, as a way that people view the world and the overall opinions andfundamental view points produced by that way, is not ontological but existence ontical. Anylived worldview is an essential factor of human existence and belongs to the essentialstructure of existence of individual and the human community consisting of individuals. Thesubject of worldview is always the way of dealing with and harmonizing the existencerelation between human being and the world. The deep essence of worldview education is tohelp the educated to construct a certain existence relation to the world by the way ofeducation. The three characteristics of this construction: openness to the world, socialsolidarity and state transcendence, constitute the three basic aspects of the deep essence ofworldview education.Chapter three, the totality of worldview and the unity of science and humanity ofworldview education. the totality of world view, as the representation of the totality of theworld, the human being and the relation between human being and the world, is the natureand inner requirement of world view. The totality of worldview decides and supports the unityof science and humanity of worldview education. For the promotion of human comprehensivedevelopment and human being’s extrication of the crisis of existence and development causedby the division between scientific culture and humanity culture, it has important actualsignificance to realize the unity of science and humanity of the worldview education byestablishing a comprehensive and unified world view for the educated. In order to realize theunity of science and humanity of worldview education, we should stress on the cultivation ofscientific spirit and humanity spirit of the educated, lay a foundation with scientificknowledge and humanity knowledge of the same importance, and combine the method ofreason guidance and emotion affect.Chapter four: the intersubjective construction of world view and the dialogue strategy ofworldview education.The formation, development and innovation of world view is a processof intersubjective construction. Worldview education, as a communication process trying tosolve the contradiction between the worldview required by the society and the world view ofthe educated, is oriented to the understanding and agreement between educator and theeducated. The understanding achievement of worldview education communication pushesforward the society-required worldview construction of the educated. The communication inworldview education determines that the dialogue between educator and the educated is themain strategy of worldview education. The carrying out of the dialogue is to achieve the goalof the worldview education agreed by educator and the educated, and is finally based on thelife-world in which the educator and the educated live.Conclusion: the idealistic pursuit of Marxist worldview education. The scientific Marxistworldview is the unity of realism and idealism. The fundamental aim of the idealistic pursuitof Marxist worldview education is the cultivation of the ideal and belief of communism. 出自北京知行论文网，转载请注明出处，是最专业的发表评审职称论文，发表核心期刊论文的网站。可在各级刊物发表高级职称论文，发表中级职称论文，本学科为中学论文。
上一篇：呼吸节律中枢调控中学习和记忆现象及其影响因素的研究
下一篇：论文发表_浅谈化解中小企业融资难的问题
本篇：论世界观教育