对人性问题的教育学认识

从教育学的视角探讨人性问题,应注意把握如下三个重要环节:一、人性在很大程度上是教育和自我教育的产物;教育对于人性具有定向、引导、控制和改变的积极作用。二、传统观点认为“江山易改,本性难移”,但在教育学看来,人性是变化的、发展的和可培养的。本性“难移”,只是表明本性具有相对的稳定性,但并不表明其具有绝对的不变性。对于本性中的天性力量,正确的做法是“不必移”;对于本性中的自发成分,不“强移”;而对于本性中的消极因素,也不宜“硬移”;只要坚持因势利导、矫正和完善并举的措施,就不难达到对人性转化提升的目的。三、造成问题学生“人性缺失”的重要原因,不仅在于学生在以往经历中有可能受到的非人性的对待,而且也在于学校“人性养成”实践的薄弱乏力所致。从人性作为检验人的自身行为是否同社会相和谐这一尺度上说,培养学生自觉的人性意识、和谐的人性素养,无疑是当前学校教育的一项重要任务。

A Pedagogical Interpretation of Human Nature

From the perspective of pedagogy,it is imperative to grasp the following three key links in discussing human nature.1).Human nature is the product of education and self-education;education plays a role of orienting,leading and controlling human nature;2).Different from the traditional idea of "It is easy to change rivers and mountains,but hard to change a person's nature",human nature is changeable,developing and fosterable."It is hard to change a person's nature" only illustrates nature's relative stability,but does not mean its absolute unchangeableness.As regards the natural force in a person's nature,the correct practice is not necessary to be changed: As for the spontaneous element in human nature,"It is not to attempt a forced change".As to the negative element in human nature,it is not proper to have a go at an unreasonable change.Only by making the best use of the situation and insisting on simultaneous development of correction and betterment,can it not be difficult to change and enhance human nature.3).The absence of the human nature of problematic students is due to the facts that they may have received non-human treatment and that the practice of human nature's nurturing is weak and ineffective.From the perspective of human nature,as a criterion to judge whether a person's personal behavior is in harmony with the society,it is,beyond a shadow of doubt,an important task to cultivate students' conscientious awareness of human nature and harmonious human qualities.