【作者】 谢锦霞；

【导师】 卢晓中；

【作者基本信息】 华南师范大学 ， 教育学原理， 2004， 硕士

【摘要】 韦伯的合理性的悖论和哈贝马斯的交往合理性对现代性的重建，为我们认识现代教育的困境及寻求可能的解决途径，重建现代教育的合理性提供了一条思路。循着哈贝马斯的理解的思路，本文借助解释学中的“理解”的方法，通过对中西教育现代性的“文化理解”，发现二者的融汇点“生命智慧”是教育现代性追寻的本真所在。再从“文化理解”和“生命智慧”逻辑地演绎出生态合理性的理念，进而论证生态合理性因其生命有机性、整体关联性和共生互动性的性质及其体现的人文精神，可以为现代教育的发展困境提供一条可能的消解途径，可以作为现代教育的普遍的统领的合理性。最后，探讨了现代教育的生态存在与生态发展问题。更多还原

【Abstract】 Max Weber’s paradox of rationality and Habermas’s communicative rationality about rebuilding modernity provide a thought of understanding modern education’s dilemma , seeking a possible solution, and rebuilding modern education’s rationality for us. With Habermas’s thought about "understanding", this thesis uses the method of "understanding" in a hermeneutics for reference, and finds the resemblance of China’s andwestern countries’ educational modernity-- wisdom of life, which ispersued by educational modernity through "understanding of cultures" of educational modernity in China and western countries.Then this thesis deduces logically an idea of ecological rationality from "understanding of culture" and "wisdom of life". It thinks ecological rationality may provide a solution which dissolves modern education’s dilemma and may be regarded as a universal rationality of modern education because it embodies a spirit of humanism.Last, This thesis discusses the problems about ecological existing and ecological development of modern education.更多还原