| 教育、自由及其超越性 |
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| 引用本文： | 王彬彬.教育、自由及其超越性[J].教育文化论坛,2011,3(2):75-78. |
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| 作者姓名： | 王彬彬 |
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| 作者单位： | 福建师范大学,教育学院,福建,福州,350007 |
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| 摘 要： | 教育的大根大本在于＂人＂的生成,自由作为一切精神之精神,乃是我们对＂人＂之本真追求的最好概括。忆古思今,自由精神与教育从来都是相互亲近的。柏林的消极自由之界定乃为我辈拓宽了自由的理解之路。与此同时,教育之自由超越性在于用自由的价值之维来审视此世,包括精神世界与物质世界。作为一项特具自由、解放意味的社会实践活动,教育应当从容的承担起引领人们有意义的活着,勇于直面自由本身的这样一种使命。
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| 关 键 词： | 教育 自由 超越性 |
Education, Liberty and its Transcendence |
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| Wang Bin-bin.Education, Liberty and its Transcendence[J].Joumal of Education Culture,2011,3(2):75-78. |
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| Authors: | Wang Bin-bin |
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| Institution: | Wang Bin-bin (Fujian Normal University,Fujian Fuzhou,350007) |
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| Abstract: | The very fundamental origin of education is the generation of human. As the spirit of all spirits, liberty is the best generalization of our genuine pursuit of what human is. From ancient to the contemporary times, the spirit of liberty has always been having close relationships with each other. The definition of passive liberty by Berlin extended our understanding view of liberty. Meanwhile, the transcendence of the liberty of education lies in inspecting the world, including both the material and the spir... |
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| Keywords: | education liberty transcendence |
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