教育理论与实践

从古典时期一直到近代，劳动的教育价值都没有得到承认，其原因在于被视为身体活动的劳动与从心灵、思维或精神层面来规定的人的主体性发展的教育传统之间没有建立价值关联。自马克思以来，身心二分、扬心抑身的传统主体性人学思路被颠覆，身心一体的身体主体性的人学思路建立了起来。劳动作为感性的、身体主体性的活动遂与人的自由和全面发展建立了价值关联。真正旨在促进人自由而全面发展的劳动教育应该是走向身体主体性的劳动教育。这就要求从身体出发，通过确立身体作为认知主体、身体作为创造主体和身体作为审美主体，融合开展劳动认知教育实践、劳动创造教育实践和劳动审美教育实践。

From the classical period to the modern times,the educational value of labor has not been recognized,mainly because there is no value connection between labor which is regarded as a bodily activity,and the educational tradition that stipulates the development of human subjectivity from the level of mind,thinking or spirit. Since Marx,the traditional anthropological approach to subjectivity,in which the mind and the body were dichotomized and the mind was promoted over the body,has been reversed,and instead the anthropological approach to the subjectivity of body,in which the mind and the body are unified,has been established. Labor,as a sensual and bodily subjective activity,has established a value connection with the freedom and comprehensive development of human beings. Therefore,labor education that truly aims to promote the free and comprehensive development of human beings should be the one that moves towards bodily subjectivity. This requires the integration of educational practices of labor cognition,labor creativity,and labor aesthetics by establishing the body as a cognitive subject,the body as a creative subject,and the body as an aesthetic subject from the perspective of body.