对教育学人性假设的追问

Questioning of the Assumptions of Human Nature in Education

社会科学的各门学科都提出了各自的人性假设，这些人性假设尽管被作为学科理论的逻辑前提，但其自身却未得到严格的证明，只能在实践中接受经验的检验。"人性是可以改变的"这一假设是人类教育活动得以开展的必要前提，而"人具有主体性"的假设则是教育活动得以展开的充分依据。从教育者和受教育者在教育活动中创造的"经验关系"抽象出来的这两条人性假设，可以作为教育学科学理论体系的逻辑前提。凡是以某种"应然人性"作为人性假设的，都会在对教育实践的解释中陷入困境；凡是没有提出"应然人性"的，也都不是完整的教育理论。教育学能否作为一门独立的学科继续存在和发展下去而不至于被"终结"，很大程度上取决于它是否有自己独立的学科立场和视角，其中包括它是否有自己特定的人性假设。

The disciplines of social sCience have put forward their own assumptions of human nature, which have served as the logical premise of the their respective disciplinary theories. However, such assumptions of human nature lack strict proofs and can only be subjected to the tests of experiences in practice. The assumption that" human nature could be changed" is a necessary prerequisite for the human educational activities to be carried out, and the hypothesis of "subjectivity of human" constitutes a sufficient basis for the educational activities to be carried out. The two human assumptions can be used as the logical premise of scientific theoretical system of education. All those using "the due human nature" as the assumption of human nature will fall in trouble in the interpretation of educational practices; those that do not raise the hypothesis of "the due human nature" are not a complete theory of education. Whether education can continue to exist and develop as an independent discipline rather than being terminated depends to a large extent on its own independent disciplinary positions and perspectives, including whether it has its own specific hypothesis of human nature.