马克思恩格斯的教育观：一种现象学视角-马克思主义哲学专业毕业论文.docxVIP

目 目 录 万方数据 万方数据 目 录 摘 要 ································································································ I Abstract···························································································· III 导言 ···································································································1 第一章 教育现象学的产生和兴起····························································4 一、教育学中现象学研究方法····························································4 （一）教育学中的“生活世界”概念即生活世界现象学 ·······················4 （二）教育学中的“现象学还原”和教学活动中的体验 ·······················6 二、现象学视域中的教育学·······························································8 （一）走向生活世界的教育学理论：实践教育现象学 ·······················8 （二）实践教育现象学的“事情本身”——体验 ······························ 11 第二章 马克思恩格斯教育观中的现象学思想 ·········································· 14 一、教育：回到全面发展的人·························································· 14 （一）教育的“现象学还原”——人的幸福生活 ······························ 14 （二）教育的指向——人的生活世界 ·········································· 16 二、马克思恩格斯的教育思想的现象学维度 ······································· 18 （一）实践的现象学是马克思恩格斯教育思想的核心 ····················· 18 （二）“完人”教育是马克思恩格斯教育现象学的目标 ····················· 20 第三章 马克思恩格斯的教育观：一种实践现象学的思考 ··························· 22 一、教育的本质在于“育人”而非“教书” ·············································· 22 （一）“教书”仅仅是“育人”的手段 ·············································· 22 （二）“育人”是教书的最终目的，是教育“现象学的剩余”················ 23 二、教育的最终目的是让人幸福的生活·············································· 24 （一）面向生活世界是教育的最终目的 ······································· 24 （二）幸福的生活是实践的现象学的最终旨归 ······························ 26 结论 ································································································· 28 参考文献 ··························································································· 30 攻读硕士学位期间发表的学术论文·························································· 34 原创性声明、使用授权书····································