教育人性化的三重遮蔽与敞明

Triple Veiling and Clarification of Humanized Education

在探讨教育人性化时，学术界多从教育反人性化的视角透视教育中存在的问题，忽略对教 育反人性化概念本身的深层剖析，混淆了其与教育非人性化和教育弱人性化之间的关系。基于此，本 文利用目的-手段范畴，来揭示、澄清教育反人性化、教育非人性化与教育弱人性化的内涵、界限及其 关系。教育反人性化的本质是“酬化”的教育，即背离人性的教育;教育非人性化的本质是“物化”的教 育，即脱离人性的教育;教育弱人性化的本质是“异化”的教育，即偏离人性的教育。因此，教育应当脱 离“驯化”的羁绊，逃避“物化”的罗网，摆脱“异化”的藩窝，从而走向本真、圆融和自由。

In exploring humanized education ， researchers tend to look at education problems from the perspective of anti-humanization， without a further analysis of the concept of anti - humanized education. The difference among anti - humanization， dehumanization and weak humanization in education is obscure. Using the category of purpose-means， we seek to reveal and clarify the connotation of the three， their boundaries and inteiTelationships. We argue that the core of the anti - humanized education is domestication of education， which violates humanity; while the core of dehumanized education is the materialization of education ， which is separate from humanity; and the core of weak humanization is alienation of education ， which deviates from humanity. Therefore， education should develop towards truth-breaking away from the fetters of domestication， towards harmony-evading the snare of materialization， and towards freedom-getting rid of the fence of alienation.