[1]文涛,杜忠泽,李舒扬.马克思实践哲学视域下教育家精神的内在意蕴和践行路径[J].西安建筑科技大学学报(社会科学版),2024,43(03):33-39.[doi:10-15986/j-1008-7192-2024-03-005]
　WEN Tao,DU Zhong-ze,LI Shu-yang.The Intrinsic Meaning and Practice Path of Educator Spirit from the Perspective of Marx’s Practical Philosophy[J].Journal of Xi’an University of Architecture & Technology(Social Science Edition),2024,43(03):33-39.[doi:10-15986/j-1008-7192-2024-03-005]
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马克思实践哲学视域下教育家精神的内在意蕴和践行路径()
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西安建筑科技大学学报（社会科学版）[ISSN:1008-7192/CN:61-1330/C]

卷:
43
期数:
2024年03
页码:
33-39
栏目:
马克思主义与思想政治教育
出版日期:
2024-06-25

文章信息/Info

Title:
The Intrinsic Meaning and Practice Path of Educator Spirit from the Perspective of Marx’s Practical Philosophy
文章编号:
1008-7192(2024)03-0033-07
作者:
文涛; 杜忠泽; 李舒扬
西安建筑科技大学 高教研究所，陕西 西安710055
Author(s):
WEN Tao; DU Zhong-ze; LI Shu-yang
关键词:
马克思实践哲学; 教育; 教育家精神; 践行路径
Keywords:
0;  0);  font-family: "; Microsoft YaHei";  font-size: medium; ">Marx’s practical philosophy;  education;  the educator spirit;  practice path
分类号:
D61
DOI:
10-15986/j-1008-7192-2024-03-005
文献标志码:
A
摘要:
习近平总书记提出的教育家精神，完整阐述了中国特有的教育家精神的核心要义和实践要求，建构了新时代教师应该具备的集体人格和精神风貌，是对教师职业素养、精神和能力的凝练与升华。立足马克思实践哲学视域，认为教育的过程，是马克思实践哲学“实践、认识、再实践、再认识的循环往复”之生动体现和现实检验。对教育特质进行分析，提出教育过程是主观与客观、主体与客体统一，是实践与认识统一，是真理尺度与价值尺度统一的过程；在此基础上，探究了教育家精神的内在意蕴：教育家精神源起的客观实在性、教育家精神形成的主观能动性、教育家精神提出的社会历史性。进而从保持从业初心和情怀、从业水平和能力、从业品格和素养的认识与实践等三个层面提供了教育家精神的践行路径。
Abstract:
The spirit of educator proposed by General Secretary Xi Jingping is comprehensively the core essence and practical requirements of China’s unique spirit of educators, which displays the collective personality and spiritual outlook that teachers in the new era should possess. It condenses and elevates teachers’ professional quality, spirit, and ability. The paper holds that from the perspective of Marx’s practical philosophy, the educational process is a vivid embodiment and realistic test of “the cycle of practice, cognition, repractice, and recognition” of Marx’s practical philosophy. The paper analyzes the educational traits and proposes that the educational process is a unification of subjectivity and objectivity, subject and object, practice and cognition, truth measures and value measures. On this basis, it explores the intrinsic meaning of the educator spirit, namely the objective reality that generates it, the subjective initiative that form it, and the social and historical significance that proposes it. Moreover, a path is offered for the execution of the understanding and practice of the spirit of educators from three points of view of maintaining the original intention and feelings of the profession, the rank and capacity of the profession, and the character and accomplishment of the professio

相似文献/References:

[1]何华征,冯大霓.论邓小平理想信念教育思想的人民性[J].西安建筑科技大学学报(社会科学版),2016,35(05):1.[doi:10.15986/j.1008-7192.2016.05.001]
　HE Hua-zheng,FENG Da-ni.On the Ideal and Belief Education with the Affinity to the People in Deng Xiao-ping’s Thought[J].Journal of Xi’an University of Architecture & Technology(Social Science Edition),2016,35(03):1.[doi:10.15986/j.1008-7192.2016.05.001]
[2]胡良沛.从“断裂”到“聚合”——论芬伯格技术哲学视野中的教育[J].西安建筑科技大学学报(社会科学版),2018,37(03):35.[doi:10.15986/J.1008-7192.2018.03.005]

更新日期/Last Update: 2024-07-14