The Educational Reflection on Hypotheses of Human Nature: Also on the Hypothesis of "Comparative Man" and Its Educational Implication
The core of educational research is the specific hypothesis of human nature. Despite having been served as the logical premise of the disciplinary theories， these human nature hypotheses are easy to get bogged down in education because they are not strictly proved. From the methods of justification， these hypotheses can be divided into the polar point and the line segment human nature hypotheses. Their starting points are static， onesided and one-dimensional， which are related to certain social historical background， thus making cultivation of education difficult to realize. Education is based on the characteristics of human possibility and complexity， and attempts to establish a dynamic and three-dimensional human hypothesis from the perspective of subject， object， purpose， result and dimension. The ＂comparative man＂ is a kind of human figure that compares the similarities and differences between ego and the other， ego and alter ego， and takes further action after making judgments. The educational significance of the ＂comparative man＂ hypothesis is that education leads people to be confident， which leads to ＂better＂， and the possibility and complexity of the realization of human beings.
|關鍵詞||人性假设、比较人、教育人性化、可能性、hypothesis of human nature、comparative man、humanized education、possibility|