论鲁洁先生教育人学思想的三维构成

教育人学思想是鲁洁先生教育思想的核心，也是中国教育理论的宝贵财富。人的超越性是教育人学思想的人性假设，它源于马克思的人之二重性假设，基于这一假设，教育要培养人之超越性，更要坚持自身的超越性。道德的追寻是教育人学思想的价值追求，因为人之超越的过程也是人之意义的实现过程，作为成人之道的道德为意义的实现指明了方向，相应地，这种指向“成人”的德育是充满魅力的，在人之卓越的实现中，德育也具有了一种享用功能。生活的回归是教育人学思想的实践要求，因为道德是在人的生活之中不断建构的。21世纪以来，鲁洁先生基于知识人和知识论德育的反思建构了生活论德育，并在德育新课程中进行了“回归儿童生活”的实践探索，彰显了教育人学思想的儿童立场。

On the Three-dimensional Constitution of Lu Jie's Humanistic Thoughts on Education

Humanistic thoughts on education is not only the core of Lu Jie’s educational theory, but also the wealth of Chinese educational theory. The transcendence of human being is the hypothesis of human nature in humanistic thoughts on education, which originates from Marx’s hypothesis of duality of human being. Based on this hypothesis, education should cultivate the transcendence of human being and insist on its own transcendence. Morality is value purpose of humanistic thoughts on education, the process of human’s transcendence is also the realization of human’s meaning, and morality points the way to the realization of meaning. Correspondingly, this moral education is not only full of charm, but also has individual enjoyment function in the realization of human excellence. The return of life is the education practice requirement of humanistic thoughts on education, because morality is constantly constructed in people’s life. The theory of life-oriented moral education is constructed based on the reflection about the belief of knowledge and the knowledge-oriented moral education curriculum, and the practice of returning to children’s life is explored in the new curriculum, which also reflects the child’s position in humanistic thoughts on education.