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在線閱讀 --教育科學版 2020年6期《終身教育體系:思想基礎與行動結構》
終身教育體系:思想基礎與行動結構--[在線閱讀]
周作宇
北京師范大學 教育學部, 北京 100875
起止頁碼: 1--20頁
DOI: 10.13763/j.cnki.jhebnu.ese.2020.06.001
摘要
終身教育體系建構需要清理思想基礎,也需要考察行動過程中的主體結構??疾旖K身教育的思想淵源可以從兩方面來看:一是從明確提出“終身教育”這個概念的時間線上看,法國人朗格讓雖然對終身教育思想有重要貢獻,但并不是第一人。在英文世界里,英國人伊克斯利在更早的時候就提出并出版了以《終身教育論》為題的專著。因此,將朗格讓看作是“終身教育之父”的觀點,值得商榷;二是就廣義教育而言,從終身教育的思想實質看,在終身教育這個概念正式提出之前,終身教育的實踐就已存在。終身教育和生活教育具有同程性。終身教育思想的源頭可以上溯到早期的思想家。通過梳理我國具有終身教育思想意蘊的演進線索,可以看到,終身教育思想和實踐的出現在我國并非始于20世紀60-70年代西方終身教育思想在我國的傳播,我國民國時期及新中國成立之后就有豐富的終身教育思想以及教育實踐探索。終身教育是包括正規教育與非正規教育在內的系統,在推動建設學習型社會的同時,必須重視對此有聯系但又有所不同的“教育型社會”建設,以強調泛在的各種“教師”的教育責任。在“存在”和“占有”兩種生存觀的簡要比較基礎上,通過嘗試建立終身教育行動結構模型,提出學習型社會和教育型社會雙齒咬合的“發展型社會”概念。

Lifelong Education System: Philosophical Foundation and Action Structure
ZHOU Zuoyu
Faculty of Education, Beijing Normal University, Beijing 100875, China
Abstract:
To construct a lifelong education system, we need to get a clear understanding of its philosophical foundation and examine its main action structure. The origin of lifelong education is discussed from two aspects. Firstly, in terms of the time line, although Paul Lengrand of France made important contributions to the thought of lifelong education, he was not the first person to put forward the concept of “lifelong education.” In the English-speaking world, Yeaxlee, an Englishman, put forward and published a monograph On Lifelong Education at an earlier time. Therefore, it is debatable to regard Lengrand as the “father of lifelong education.” Secondly, in terms of education in its broad sense and viewed from the essence of lifelong education, the practice of lifelong education already existed before the concept of lifelong education was formally put forward. Lifelong education and life education have the same process. The origin of lifelong education thought can be traced back to early thinkers. The evolution process of lifelong education in China shows that the emergence of lifelong education thought and practice in China did not start with the spread of western lifelong education thought in China in 1960s and 1970s. During the Republic of China and after the founding of PRC, there were massive exploration on lifelong education thought and educational practice. Lifelong education is a system including formal education and informal education. While promoting the construction of a learning society, we must attach importance to the construction of an “educational society” which is related to this but different, so as to emphasize the ubiquitous educational responsibilities of various “teachers.” On the basis of a brief comparison between two outlooks on survival, i.e. “existence” and “possession,” this paper attempts to establish an action structure model of lifelong education, and puts forward the concept of “developing society,” in which learning society and educational society are engaged with each other.

收稿日期: 2020-07-15
基金項目: 國家自然科學基金重點課題“‘互聯網+’時代教育改革與創新管理研究”(71834002)

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