“生活·实践”教育的教育时间观一基于陶行知关于教育时间的分析
The Educational Time View of“Life Practice”Education is Based on Tao Xingzhi's Analysis of Educational Time
作者: 李忠,付德健(陕西师范大学教育学部，西安710062)
关键词: 陶行知;教育时间;六大解放;创造力 Tao xingzhi; Educational time; Sixliberations;Creativity
摘要:教育时间是在教育活动中,为了实现教育目的而规划、分配与使用的时间,可区分为物理时间、心理时间与社会时间。陶行知的教育时间观以解放人的身心为条件、以培养人的创造力为目标,是对学校制度时间规训、社会结构时间剥夺的理性回应。在教育实践中,陶行知依托“生活教育”的三大内容,建构了以“解放”“创造”为核心的教育时间观,将时间从规训的手段转化为培养创造力的工具,为打破时间专制、恢复教育本真价值提供了开创性方案,是新时代“生活·实践”教育实验可资汲取的思想资源与历史经验。
Abstract: Educational time refers to the time allocated, planned, and utilized in educational activities to achieve pedagogical objectives, which can be categorized into physical time, psychological time, and social time. Tao Xingzhi's concept of educational time, grounded in liberating human mind and body while cultivating creativity, serves as a rational response to the institutionalized time constraints of school systems and the temporal deprivation caused by social structures. In his educational practice, Tao Xingzhi developed an educational time perspective centered on“liberation” and “creativity”through the three pillars of “life education." This approach transformed time from a disciplinary tool into a creative catalyst, offering groundbreaking solutions to break free from temporal authoritarianism and restore education's authentic value. These insights provide valuable ideological resources and historical lessons for contemporary“life-practice” educational experiments in the new era.
