【作者】 么加利；

【导师】 陆有铨；

【作者基本信息】 华东师范大学 ， 教育学原理， 2002， 博士

【摘要】 追溯西方教育的历史，本研究把它划归分为两个时期：近代以前的教育和近现代教育。这两个时期的教育尽管有差别，但理性作为贯穿两个时期教育的主线从而使之表现出封闭、僵化等简单化的倾向。因此，本研究把自古希腊以来至今的西方教育的历史定位为简单教育的历史。 秩序化的存在方式、教育中严密的控制与操纵、程式化的运作是简单教育的显著特征。如上特征决定了这种教育是一种置教育与人的各种可能性与不顾、旨在培养片面化、平面化与单向度人的教育。近代以前，由于种种原因，其封闭、僵化的存在方式、压制人性的特性并没有明显地表现出来并发挥了其不容替代的作用。但是，到了近代，伴之于社会的理性化，这种教育所表现的非人化特性由其潜在转向现实并日益极致化。 基于对简单教育的如上反思，构成了本研究所提出顺应信息社会的要求，转换教育视角，实现教育由简单走向复杂的前提。本研究对复杂的理解与把握立足于两个方面：第一，复杂教育提出的现实依据是伴之于信息化社会的到来对人所提出的新要求，其深层依据是近现代以来哲学观念如认识方式、真理观等方面的大变革与目前复杂科学研究的深入。第二，复杂教育力图用一种复杂的思维方式认识与定位教育。在复杂视角之下，教育的前提如对人的看法(人性论)、教育价值观等和教育本身的诸多方面如教育功能、教育的实践操作较之于简单教育的传统都会有质的不同，表现出对简单教育的超越。 我国的教育，自近代以来，其发展的历程经历了一个或被迫或主动地向西方学习的过程，这一段的历史尽管不长，但较之于中国的传统教育已有质的不同。从这个角度分析，中国的近现代教育表现出和西方教育一致性的一面。具体言之，教育中各方面如知识观、价值观、教育目的、教育方法及组织形式也都体现出简单教育的特点。基于如上认识，本文认为，对简单教育的反思，实现复杂教育的转向同样也能为我国教育提供一个借鉴性启示。 整个研究的论述按以下思路展开：全文分为六章。前四章是对现实教育的反思。第一章通过对现实教育的表现入手，作出了现实教育是简单教育的定位；第二章对教育沦为简单教育的历史和产生原因作了梳理与分析；第三、四两章对简单教育的价值作出两方面的评价：特定历史时空下的合理性与教育本身的局限性；前四章的结论：简单教育产生于特定的原因及特定的历史时期，起作用于特定的历史时期。但是，随历史的发展与变迁，其不合时宜性越来越明显，简单教育向复杂教育的转换有其必要。后两章确立了转换教育视角的可能性并粗略地构画出复杂教育世界下的教育情景。第五章从变化的时代、价值多元的社会背景与人的复杂性的发现等角度出发论证了教育视角转向复杂的可能性；第六章对转换视角后的教育就观念与实践操作两层面作出论述。更多还原

【Abstract】 In this dissemeion, the history of education has been classified as pre-moderneducation and modem education through which rationalism rms as result of thetendency on the closed and rigid education in regard to their distinctions. In thesmehang, thes dissertation thenks the history of education since the Greek times as thehistory of the simplified education.The main featUres of the simplified education, that is, orderly existence, thoroughcontIO1and m antoubon In eduCafon and foam atal opeIafon, have proved that it s akind of education without considering possibilities of humans, and a kind of educationaiming at cultivating the one-dimensional, plane and one-sided individuals. But itscharacteristics, i. e. the closed and rigid model and the nature of suppressing humans,had not showed obviously owing to certain reasons and even they had executedirresponsible function for the development of education before the modern times,while, the un-human characteristics originated from the simplifled education carne tothe highiy-lit stage from behind the cUrtain and has gone the extremity graduallyfOllowing the societal rationalism in the modern times.The preconditions that the simplified education marches toward complexity reston the change of the dimension of education and adaptation to the demands of theinfOrmative society. Understanding complexity shou1d start frorn the following twoaspects f firstly, education of complexity is put forward based on the reality that thecoming of the infOrmative age claims the new quality on hurnans and thephilosophical ideas that have changed such as epistemology and trUth and the study ofscience of complexity from the modem times; secondly, education of complexitymakes an artempt to understand and position education by the methods of complicatedthinking. In the view of complexity education of complexity compared with thesimpIified education, makes the essential discriminations on the educationalpreconditions such as humtalty and value and aspects of education itself such aseducational function and educational practice.The com of driCaAn in China expchtal ’t 1edng fro m tbe nderncounthes" lerdiy Cr chgly from the modern times. In regard to its short time, theChinese traditiona1 education has changed in nature. Thus there exists the samenessbetWan the Chinere educafon and the W ta’s in tbe mefor an To Pta kconcretely, the Chinese education unavoidably has the main characteristics of thesimplified educ4tion, fOr instance, knowledge, value, aims of education, methods ofeducation and management. This dissertation that reflects the simplified educationand tries to make the shift on education of comPlexity offers suggestions for thedevelopment of education in China.This dissertation can be divided into six chaPters. I make refiections on education2of complexity in the first fOur chaPters. l consider education of reality as thesimplified education from the aspects of the exhibition of the exist education in thefirst chaPtef, and then make an analysis on the history and causes of education thatreduced to the simplified education in the second chaPter, the tWo aPpraisals from theperspectives of necessity withen the certain space and time in the history and thelimitedness of education itSelf have been elaborated in the third and fOrth chapter Idraw conclusions from the first four chapters that simplified education brought aboutand fUnctioned in the certain historic times with several reasons, and that simplifiededucation should orbit to education of complexity with the historic development andmobility. The last two chaPters confirm the possibility of the shift on the point of viewof education and roughly compose the education horizon under education ofcomplexity. I state the possibility of the shift from the perspectives of the changingtimes, multi-value social background ad the discovery of cornplexity of humans in thechapter five, then expound edu更多还原