| 试论和谐教育的内涵及其本质特征 |
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| 引用本文： | 郑膺予.试论和谐教育的内涵及其本质特征[J].华东理工大学学报(社会科学版),2007,22(2):112-115. |
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| 作者姓名： | 郑膺予 |
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| 作者单位： | 华东理工大学人文科学研究院,上海,200237 |
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| 摘 要： | 和谐教育是教育的最高境界,为构建和谐社会服务,又受社会的制约和影响;教育民主和教育公正是和谐教育的本质特征,只有尊重劳动、尊重知识、尊重人才、尊重创造,才有可能实现和谐教育,才有可能通过和谐教育培养全面发展的人。
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| 关 键 词： | 和谐教育 教育民主 教育公正 |
| 文章编号： | 1008-7672(2007)02-0112-04 |
| 修稿时间： | 2007年6月14日 |
On the Connotation and the Inherent Features of Harmonious Education |
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| ZHENG Yingyu.On the Connotation and the Inherent Features of Harmonious Education[J].Journal of East China University of Science and Technology:Social Science Edition,2007,22(2):112-115. |
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| Authors: | ZHENG Yingyu |
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| Institution: | ZHENG Yingyu |
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| Abstract: | As the highest realm of education, harmonious education serves the construction of harmonious society; meanwhile it is also under the control and influence of society. Educational democracy and equal education are the characters of harmonious education. Only through our respect for laboring, knowledge, talent and creation, can we realize harmonious education and cultivate people with all-round development. |
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| Keywords: | harmonious education educational democracy equal education |
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