超越论教育哲学及其建构--20世纪90年代鲁洁教授教育思想的特质

The Transcendent Theory and Its Construction：The Characteristics of Professor Lu Jie’s Educational Thoughts in 1990s

20世纪90年代是鲁洁教授的学术高产期，也是其最重要教育思想--超越论教育哲学发轫、建构的重要阶段。超越论思想的发轫是20世纪90年代初期，90年代中后期鲁洁教授一方面将研究视角从德育功能研究转向对整个教育本质的思考，另外一方面则努力将超越论建基于实践唯物主义方法论的理论基础之上。她不仅论述了德育的超越性本质，而且完成了对全部教育活动之超越性、价值性的独特阐述。鲁洁教授对于德育、教育超越性的论述所针对的不仅是中国和世界教育实践中迫切需要解决的现实问题，而且针对的是传统教育学思维的诸多方法论误区。因此，超越论教育哲学在教育实践和教育理论建设上都有特别重要的价值。

The 1990s was Processor Lu Jie’s academic high-product period， and was also a crucial stage for the establishing and developing of her most important educational thoughts─the Transcendent Theory. This theory started at the early 1990s. At the middle and late 1990s， Professor Lu Jie， on the one hand， turned her research angle form the function of moral education to the thinking of the nature of the whole education; on the other hand， she tried her best to construct the Transcendent Theory based on practical materialism methodology. She not only discussed the transcendence nature of moral education， but also completed her unique discourse of the transcendent and value nature of the entire education activity. What’ s more， her discourse is not only focusing on the practical problems of China’s and the world’s education， but also focusing on many mistaken ideals of traditional educational thoughts. Therefore， the Transcendent educational philosophy weighs heavily on both the education practice and the construction of education theory.