On the Logic of Value Education

Li Yixi

doi:10.16382/j.cnki.1000-5560.2020.11.009

Volume 38 Issue 11

Nov. 2020

Turn off MathJax

Article Contents

Article Navigation > Journal of East China Normal University (Educational Sciences) > 2020 > 38(11): 109-118

Li Yixi. On the Logic of Value Education[J]. Journal of East China Normal University (Educational Sciences), 2020, 38(11): 109-118. doi: 10.16382/j.cnki.1000-5560.2020.11.009

Citation:

Li Yixi. On the Logic of Value Education[J]. Journal of East China Normal University (Educational Sciences), 2020, 38(11): 109-118. doi: 10.16382/j.cnki.1000-5560.2020.11.009

Li Yixi. On the Logic of Value Education[J]. Journal of East China Normal University (Educational Sciences), 2020, 38(11): 109-118. doi: 10.16382/j.cnki.1000-5560.2020.11.009

Citation:

Li Yixi. On the Logic of Value Education[J]. Journal of East China Normal University (Educational Sciences), 2020, 38(11): 109-118. doi: 10.16382/j.cnki.1000-5560.2020.11.009

PDF( 568 KB)

On the Logic of Value Education

doi: 10.16382/j.cnki.1000-5560.2020.11.009

Li Yixi

Office of Development and Planning, Sun Yat-sen University, Guangzhou 510275, China

Available Online: 2020-11-13
Publish Date: 2020-11-13

Abstract

Abstract

Knowledge and value are both taught in the course of education. But they work differently. Under the influence of Benthamism, intelligence education with the purpose of teaching knowledge is extensively researched and practiced. There is no adequate understanding of rules for value education. This could adversely affect the practice of value education and the impetus of education for holistic development. This paper mainly explains two key conditions to define the value education, and puts forward three value education logics, namely, the significance assignment of behavior as the object, the rational construction with the individual as the carrier, and the value judgment based on history and culture. It also discusses the internal relationship of the three logics and the relationship between them and the two key conditions of defining value education. Finally, how to use the understanding of the rules to carry out the practice of value education is studied.
- value education,
- values,
- ideological politics,
- education practice

FullText(HTML)

References(20)

References

[1]	本尼迪克特. (2016). 菊与刀(何晴译). 杭州: 浙江文艺出版社.
[2]	弗莱雷. (2001). 被压迫者教育学(顾建新等译). 上海: 华东师范大学出版社.
[3]	格雷伯. (2012). 债: 第一个5000年(孙碳等译). 北京: 中信出版社.
[4]	顾明远. (1999). 教育大辞典(简编本). 上海: 上海教育出版社.
[5]	金炳华. (2003). 马克思主义哲学大辞典. 上海: 上海辞书出版社.
[6]	马克思, 恩格斯. (1958). 马克思恩格斯全集: 第4卷(中央编译局译). 北京: 人民出版社.
[7]	马克思, 恩格斯. (1972). 马克思恩格斯全集: 第23卷(中央编译局译). 北京: 人民出版社.
[8]	邱琳. (2012). 人的存在与价值教育. 教育研究,33(5),42−47.
[9]	森. (2006). 理性与自由(李风华译). 北京: 中国人民大学出版社.
[10]	塞尔. (2008). 社会实在的建构(李步楼译). 上海: 上海世纪出版集团.
[11]	石中英. (2009a). 价值教育的时代使命. 中国民族教育, (1),18−20.
[12]	石中英. (2009b). 中小学校如何加强社会主义核心价值体系教育. 北京教育(普教版), (4),1.
[13]	石中英. (2014a). 中小学校开展社会主义核心价值观教育的主要方法. 人民教育, (19),30−33.
[14]	石中英. (2014b). 中小学校开展社会主义核心价值观教育的基本原则. 人民教育, (17),38−40.
[15]	檀传宝. (2000). 教育是人类价值生命的中介——论价值与教育中的价值问题. 教育研究, (3),14−20.
[16]	王坤庆. (2003). 论价值、教育价值与价值教育. 华中师范大学学报(人文社会科学版),42(4),128−133.
[17]	吴亚林. (2009). 价值与教育. 北京: 北京师范大学出版社.
[18]	亚里士多德. (1965). 政治学(吴寿彭译). 北京: 商务印书馆.
[19]	赵彤. (2016). 跨文化视野下的中英教育方式差异——以BBC记录片《我们的孩子足够坚强吗》为例. 科技展望,26(13),316−317. doi: 10.3969/j.issn.1672-8289.2016.13.272
[20]	Halstead, J.M., & Taylor, M.J. (1996). Values in Education and Education in Values. London & Washington, D. C.: The Falmer Press.