全人教育的缘起与思想理路
谢安邦,张东海
摘要(Abstract)：
全人教育的发展经历了两个阶段,分别以范式主义和批判理论作为自己的理论取向。它对现代教育的批判立足于不同的世界观以及关于人性、智能、学习、思维等方面的不同假设。
关键词(KeyWords)： 全人教育;技术世界观;生态世界观
基金项目(Foundation): 教育部人文社会科学重点研究基地(厦门大学高等教育发展研究中心)重大项目《构建高校“全人”教育体系与和谐社会的发展研究》(项目编号:05JJD880069)系列论文之一
作者(Author): 谢安邦,张东海
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