| 张更立，张艳丽.教育物化：儿童生活异化的批判教育学归因[J].陕西学前师范学院学报,2021,37(3):9-15 |
| 教育物化：儿童生活异化的批判教育学归因 |
| —The Critical Pedagogy Attribution of the Alienation of Children’s Life |
| 投稿时间：2020-12-17 修订日期：2021-01-24 |
| DOI：10. 11995/j. issn. 2095-770X. 2021. 03. 002 |
| 中文关键词: 教育物化 儿童 生活异化 教育学成因 |
| 英文关键词: education materialization children alienation of life pedagogy attribution |
| 基金项目:安徽省哲学社会科学规划一般项目（AHSKY2019D037） |
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| 中文摘要: |
| 生活是对人的存在方式的一种最为关切、最为明了的概括，人是经由生活实现成长的。而教育本然的“教育性”也即源于教育是一种生活。所以，教育作为一种饱含对儿童的生活意义以及生命价值以人文关怀的领域，本身就具有伦理意义。然而，由于受功利主义幸福生活观的影响，人们对儿童发展和儿童教育产生错位理解，造成作为关涉儿童生活幸福的教育逆“幸福公理”行事，发生物化，进而导致儿童生活的异化，迫使儿童远离符合自己缪斯天性需要的生活，丧失滋养自身健康成长的基本条件。 |
| 英文摘要: |
| Life is stated as the most proper and clear generalization of human existence. People achieve their growth through their life experience. Education， for its character of education is the result of education being a kind of life. Therefore， Education， as a kind of field that gives full humanistic care for children’s meaning and value of life， has its own ethical significance. However， due to the influence of utilitarianism of happy life view， misunderstanding of children development and children education arises in people， causing inversion of education involved in happy childhood， against children’s “happiness right”， as well as education materialization. Their lives tend to alienate and they have lost the conditions that nourish their healthy growth， which leads to serious issues of development， forcing children to get away from the life that meets the needs of their own Muse nature. |
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