On "Freedom" In The Theory Of Comprehensive Development Education

Marx’s theory of the all-round development of human beings is the theoretical basis of China’s comprehensive development education,and its proper meaning is to point to the "comprehensive and free development of each individual".The study of comprehensive development education in China has been limited to developing and enriching the five dimensions of "moral,intellectual,physical,social and aesthetic development" as the external expression of comprehensive development.The limitation of this is that it only prescribes the broad scope of human development,but obscures the intrinsic requirement and value of "free development" in the doctrine of holistic human development.In the process of enriching and developing China’s theory of comprehensive development education,human development has always been the fundamental purpose and direction of China’s educational development,and the specific connotation of comprehensive development in China has been enriched by constantly combining the "comprehensive development" in Marx’s theory of comprehensive human development with China’s educational theory and practice.The connotation of "free development" has always been absent.Marx’s doctrine of the all-round development of the human being is a theory put forward by Marx at the level of political economy for the development of physical and intellectual capacity for work,but not a theory native to the discipline of education.In the process of comprehensive human development in Marx’s perspective,"freedom" has a deeper meaning than "comprehensiveness" and better characterises the value of human development.A’comprehensiveness’ that lacks ’freedom’ is likely to be a passive ’comprehensiveness’,a formal diversity and richness,i.e.’primitive richness’.".Comprehensiveness is an extrapolated form of development,and "comprehensiveness" based on "freedom" is the true development of the human being."Freedom" and "comprehensiveness" are both distinct and related,and cannot be substituted for each other,let alone obscured by "comprehensiveness".The term "comprehensive" should not be used to overshadow "freedom".In order to make the core meaning of freedom in Marx’s doctrine of the comprehensive development of the human person the core value orientation of comprehensive development education and indeed of education as a whole,it is first necessary to grasp the doctrine of the comprehensive development of the human person in a holistic manner.Freedom is the ultimate value measure of social and human development,and freedom corresponds to freedom from constraints and limitations,and to the return to human nature in work and to the free development of the human being.In education,it is not only necessary to free the educated from bondage and oppression of external purposes,so that the educated can obtain free time for free development,but also to return to the status of the human subject in education,to obtain freedom from labor,to place labor education in the overarching position of comprehensive development education,to promote comprehensive development education to form a synergy,in order to better guide the development of China’s educational theory and practice,and to promote the comprehensive and free development of every student.This is the only way to better guide the development of our educational theory and practice and to promote the comprehensive and free development of every student.