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在线阅读 --教育科学版 2020年6期《终身教育体系:思想基础与行动结构》
终身教育体系:思想基础与行动结构--[在线阅读]
周作宇
北京师范大学 教育学部, 北京 100875
起止页码: 1--20页
DOI: 10.13763/j.cnki.jhebnu.ese.2020.06.001
摘要
终身教育体系建构需要清理思想基础,也需要考察行动过程中的主体结构。考察终身教育的思想渊源可以从两方面来看:一是从明确提出“终身教育”这个概念的时间线上看,法国人朗格让虽然对终身教育思想有重要贡献,但并不是第一人。在英文世界里,英国人伊克斯利在更早的时候就提出并出版了以《终身教育论》为题的专著。因此,将朗格让看作是“终身教育之父”的观点,值得商榷;二是就广义教育而言,从终身教育的思想实质看,在终身教育这个概念正式提出之前,终身教育的实践就已存在。终身教育和生活教育具有同程性。终身教育思想的源头可以上溯到早期的思想家。通过梳理我国具有终身教育思想意蕴的演进线索,可以看到,终身教育思想和实践的出现在我国并非始于20世纪60-70年代西方终身教育思想在我国的传播,我国民国时期及新中国成立之后就有丰富的终身教育思想以及教育实践探索。终身教育是包括正规教育与非正规教育在内的系统,在推动建设学习型社会的同时,必须重视对此有联系但又有所不同的“教育型社会”建设,以强调泛在的各种“教师”的教育责任。在“存在”和“占有”两种生存观的简要比较基础上,通过尝试建立终身教育行动结构模型,提出学习型社会和教育型社会双齿咬合的“发展型社会”概念。

Lifelong Education System: Philosophical Foundation and Action Structure
ZHOU Zuoyu
Faculty of Education, Beijing Normal University, Beijing 100875, China
Abstract:
To construct a lifelong education system, we need to get a clear understanding of its philosophical foundation and examine its main action structure. The origin of lifelong education is discussed from two aspects. Firstly, in terms of the time line, although Paul Lengrand of France made important contributions to the thought of lifelong education, he was not the first person to put forward the concept of “lifelong education.” In the English-speaking world, Yeaxlee, an Englishman, put forward and published a monograph On Lifelong Education at an earlier time. Therefore, it is debatable to regard Lengrand as the “father of lifelong education.” Secondly, in terms of education in its broad sense and viewed from the essence of lifelong education, the practice of lifelong education already existed before the concept of lifelong education was formally put forward. Lifelong education and life education have the same process. The origin of lifelong education thought can be traced back to early thinkers. The evolution process of lifelong education in China shows that the emergence of lifelong education thought and practice in China did not start with the spread of western lifelong education thought in China in 1960s and 1970s. During the Republic of China and after the founding of PRC, there were massive exploration on lifelong education thought and educational practice. Lifelong education is a system including formal education and informal education. While promoting the construction of a learning society, we must attach importance to the construction of an “educational society” which is related to this but different, so as to emphasize the ubiquitous educational responsibilities of various “teachers.” On the basis of a brief comparison between two outlooks on survival, i.e. “existence” and “possession,” this paper attempts to establish an action structure model of lifelong education, and puts forward the concept of “developing society,” in which learning society and educational society are engaged with each other.

收稿日期: 2020-07-15
基金项目: 国家自然科学基金重点课题“‘互联网+’时代教育改革与创新管理研究”(71834002)

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