體驗區
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| 篇名 |
“教劳结合”的概念考证与实践流变
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| 並列篇名 |
The Origin and Evolution of the “Combination of Education and Productive Labor”
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| 作者 |
曾妮(ZENG Ni)
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| 中文摘要 |
“教育与生产劳动相结合”是马克思教育论述中得到最广泛关注的命题。 历史唯物主义是把握“教劳结合”的重要方法论，只有站在历史唯物主义的立场，对“生 产劳动’’的解读才能超越一般的物质规定性，走向现实的社会规定性；对“教育”的解读 才能避免唯心主义的干扰，客观、准确地认识其在“教劳结合”命题中的定位。在此方 法论的指导下，“教劳结合’’的原初涵义可以表述为：生产劳动需要与教育相结合，因为 教育可以赋能劳动者，既促进他们的身心健康发展，又从客观上加速社会关系的变革； 教育需要与生产劳动相结合，因为社会主义制度中的生产劳动能够为劳动者提供展现 其体力和智力的机会。这一原意经过后继者的发展，发生了重心转换。教育与生产劳 动之间的关系，逐渐由“精神生产能力一生产关系”之间的关系转换为“物质生产能 力一生产力”之间的关系。“教劳结合’’概念的后期演变仍然遵循着历史唯物主义的客 观规律，但其原意中的根本关怀（即“人的全面发展”）有所弱化——“教劳结合”的后继 者加大了对社会.生产力发展的关注。如果只重视宏观层面的社会生产力的提高，而忽 视每一个人的自由而全面的发展，就在一定程度上背离了马克思的人的解放的终极理 想。在根据新的历史条件开拓创新的同时，应该尊重原典，尤其应该在“教劳结合”的 根本关怀上理解和继承其精神。
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| 英文摘要 |
The “combination of education and productive labor” is the most widely concerned proposition in Marx’s educational discourse. From a discussion in the Capital, we find that historical materialism is an important methodology for grasping the combination of education and productive labor. Only from the standpoint of historical materialism can the interpretation of “productive labor” transcend the general material stipulation and move towards the realistic social stipulation. The interpretation of “education” avoids the interference of idealism to reach an objective and accurate understanding of its position in the proposition. Under the guidance of this methodology, the original meaning of the combination of education and productive labor can be expressed as the following： productive labor must be combined with education because education can empower workers through not only promoting their physical and mental health development but also objectively accelerating the transformation of social relations. Education needs to be combined with productive labor because productive labor in the socialist system can provide workers with opportunities to exhibit their physical strength and intelligence. However, the focus of this original intention of the proposition was changed through the developments made by the successors. The relationship between education and productive labor has gradually changed from the relationship between “spiritual productive capacity and productive relations ’’ to the relationship between “material productive capacity and productive forcesw. The later evolution of the concept of the combination of education and productive labor still follows the objective law of historical materialism, but the fundamental concern for its original meaning (i. e.，“the all-round development of human beings”）has been weakened—the successors of the combination of education and productive labor have paid more attention to the development of social productive forces. If we only pay attention to the improvement of social productivity at the macro level and ignore the free and all-around development of everyone, we will deviate from Marx’s ultimate ideal of human liberation to a certain extent. While we are free to explore and innovate under the new historical conditions, we should respect the original meaning of the proposition, which requires us to understand and inherit its spirit based on the fundamental concern for combining education with productive labor.
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| 頁次 |
031-048
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| 關鍵詞 |
教育
、生产劳动
、“教劳结合”
、历史唯物主义
、人的全面发展
、CSSCI
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| 卷期 |
20:2
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| 日期 |
202204
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| 刊名 |
北京大學教育評論
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| 出版單位 |
北京大學
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| DOI |
10. 12088/pkul671-9468. 202202003
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