基于教育学立场的“公民”概念重构

On the Standpoint of Pedagogy about the Concept of %22Citizen%22

当前教育学中的“公民”概念呈现出“疏离化”的倾向，这并不利于公民教育理论与实践的深入发展。为超越此一局限，重新确立“公民”概念的教育学立场就很显必要，即好公民是应“成”的，可“成”的，在“成”的，自“成”的。在此基础上，“公民”概念的多元共生方有可能。

In current pedagogy， the concept of “citizen” shows tendency of “alienated”， which is not conducive to the further development of civic educational theory and practice. To beyond this limit， reestablishing the standpoint of pedagogy about the concept of the “citizen” is necessary， that the good citizen is should be， could be， to be and conscious be. On this basis， we will contribute to the realization the pluralism and coexistence about the concept of “citizen”.