人性论的新视角及其教育意义

New Perspective of Humanity Theory and Its Significance to Education

作为教育基础的人性论多是对抽象人性的研究，对具体人性之复杂多样性、整体性、动态生成性、历史文化性关照不够，存在对教育场域适应的局限。从具体个体人性发展变化的过程角度看，人性是人以先天的遗传和发育为基础，在人生实践历程中经环境影响与自我选择而生成和发展的内在特性。它包含习性、秉性、共性、天性、自性，它们相辅相成又相互制约的变化，构成了人性动态发展的图景。这种人性认识能适切地阐释教育场域的人性问题，推动我们审慎思考教育理论与实践。尤其是深刻理解:教育的核心意义是促进人性发展与完满;教育的起点和终点都是人性多样发展的人;教育的关键是启发自觉、培养学生自我完善的能力;人性化教育是提升人性的必由之路。

As the base of education， most humanity theories concern abstract humanity， but give little attention to the specific humanity s complexity and diversity， integrity， dynamic generative nature， and its relation with history and culture. All these lead to their limitations in applying to educational realms. From the angle of humanity development process of a particular individual， humanity is human s internal trait that is generated and developed under the environmental influence and through self-selection in the course of individual life practice on the basis of heredity and growth. It consists of habits， disposition， similarity， natural instincts and self-achievement， which complement and restrict each other and construct the dynamic picture of humanity development. This kind of humanity view could properly elucidate humanity problems in educational realms and make us deliberately ponder educational theory and practice. It could especially help us to get a deep understanding of the following issues: the core significance of education is to promote full development of humanity; both the starting point and destination of education is to foster individuals with diversely developed humanity; the key of education is to enlighten students’ consciousness and cultivate their ability of self-perfection; humanity education is the necessary way to improve humanity.