教育理论与实践

教育边界的本质生成需要经过教育性、实践性和历史性三个环节。教育性环节是教育边界生成的首要环节，该环节使教育实践作为一种特殊的人类实践活动，在目的、内容、形式方面具有与其他人类实践相区别的特征。教育作为社会子系统的一部分，不可避免地与其他社会子系统进行互动，因其具有鲜明的实践取向，故可称该环节为实践性环节，具体表现在社会互动对教育抽象目的的具体化、对教育实践内容的遴选和对教育结构关系的映照。历史性环节是指教育作为一种实践，具有社会历史性，它需要继承过去、立足当下、面向未来，以获得自身的时代内涵：不同社会文化背景中的人对教育有着不同的期待，不同社会文化背景中的教育所处位置有所差异，不同社会文化背景中教育的作用范围存在区别。三个环节相互作用，互为中介，在特定社会历史文化背景下，生成具体而有弹性的教育边界。

The essential generation of educational boundary needs to go through three links of education,practice and history. The educational link is the primary link of the generation of educational boundary,which makes educational practice,as a special human practice,different from other human practices in goal,content,and form. As a part of the social subsystem,education inevitably interacts with other social subsystems. Because of its distinct practical orientation,it can be called practical link. To be specific,the social interaction makes the abstract goals of education more concrete,selects the contents of educational practice,and reflects the structural relationships of education. As for the historical link,education,as a practice,is socially historical. It needs to inherit the past,stand firm in the present,and look forward to the future,thus acquiring its own era-specific connotations: people with different social and cultural backgrounds have different expectations from education;the position of education varies across different social and cultural backgrounds;and there is a difference on the part of the role of education in different social and cultural backgrounds. The above three links interact with each other,and serve as intermediaries,and generate specific and flexible educational boundaries in specific social and cultural backgrounds.