和谐主题进入教育的可接受性

Acceptability of the Theme of Harmony in Education

立足于当前教育领域对和谐主题的关注和讨论现状，对和谐主题进入教育的可接受性问题进行了理论探讨：就和谐作为「外来」教育话题而言，是可以接受而且应被接受的；就和谐作为社会主题而言，无法从和谐思想本身的传承出发证明其当下存在的合理性与正当性，惟有从反向路径即从当前我国社会秩序生产的现实需要角度，方能证明和谐作为社会主题的可接受性；同样，虽然无法从和谐思想，以及和谐教育思想的历史脉络与教育变迁过程来寻找和谐主题的合理性与正当性，却能从反向路径及和谐主题对教育发展可能具有的多重意义角度推导出和谐作为教育主题本身所具有的可接受性。同时，还对和谐思维用于教育的有限性作了简要分析。

Based on the current discussion about the theme of harmony in the education field， this paper explores theoretically the acceptability of the theme of harmony in education. The author indicates that harmony， as an external topic can be and should be accepted in the field of education; the acceptability of harmony as a social topic can be understood from China's current conditions instead of the passing down of the idea itself. Likewise， although we cannot find out the rationality and justness of the theme of harmony from itself， its history and the educational vicissitude， the acceptability of harmony as an educational theme can be understood from the possible multiple significance of harmony to the educational development. The author also briefly analyses the limits of the idea of harmony in education.