Practice-man: A Human Nature Hypothesis In Pedagogy

Marx's practical view of human nature puts forward that "the essence of human activities is practical" and "the essence of human beings is the sum of all social relations".These two points show that the formation of social relations is the product of people's social activities,that is,people constantly shape their own essence in the process of practice.Based on the science to prove that human nature is proposed in this paper,the "practical man" humanity hypothesis,also stressed the "practical man" is not only the logical starting point of education,is also the logical end point for education,well versed in the whole process of education,and suggests that "practice" human nature assumption by combining with move,reality and the same,personality and commonness of the characteristics and connotation of the same.Based on this hypothesis of "practicing man",the purpose and function of education have also been reconsidered.Education runs through the whole process of human being,and makes people change from reality to new reality.There is a sense of mission in educational activities to arouse people's subject consciousness,free spirit,improve people's spiritual realm,and make people become real "people".In this sense,education is "adult" learning.While changing themselves,they also promote the development of society.The three elements of society,people and education are closely linked and complement each other.Personal development and social development are not contradictory.This paper mainly adopts the literature method,text analysis and comparison of the three methods,based on the theory of the human nature of Marx's practice,combined with the particularity of the pedagogy,this paper put forward the "practical man" humanity hypothesis,positioning of "practice",connotation,nature,significance and the relationship between man and society and education of the three is described.Based on the hypothesis of "practicing man",it criticizes some rigid "human nature hypothesis" existing in the past and the present,and pondered over the arbitrary educational concept.Finally,the author also thinks over the logical position and research paradigm of pedagogy,emphasizing that the research should be close to reality,people-oriented,combined with complex and specific educational practice,and based on the position of "people".The fundamental problem of education is to pay attention to the development of human beings.How to understand the nature of human beings is of great significance to whether the formation and development of human beings can be revealed correctly and whether education can be carried out in accordance with objective laws.The root cause of the endless problems in today's educational reality is the fundamental problem of "how to look at people".What lies at the core of the question about human beings is "what human beings are or should be",which is the hypothesis of human nature.It comes from the generalization of the universality of human nature and the abstract summary of specific human nature.It contains the orientation to the realization of individual life value,and it is a combination of reality and necessity.Therefore,it is necessary and important to pay attention to the hypothesis of human nature.To sum up,this paper chooses the premise of pedagogical humanity hypothesis,combines the practical concept of marxism,returns to the original cognition of people,in order to actively respond to the dilemma of pedagogy at the present stage,and provides some thoughts for the development of pedagogy itself.