哲学矛盾视角下的思想政治教育育人原则研究.pdf

安徽农业大学 硕士学位论文 哲学矛盾视角下的思想政治教育育人原则研究 姓名：李光 申请学位级别：硕士 专业：思想政治教育 指导教师：方明 2011-06 I 摘 要 人类的思维发展依然没有超越辩证思维的高峰 对辩证法即矛盾学说的研究 仍然应该不断开疆拓土 马克思主义哲学对矛盾学说的重大发展是：对矛盾做了 “关系”维度的重新审视和理解在“关系”中把握世界成为马克思主义认识世 界的根本方法 “关系”展开的逻辑起点和运动背景是无处不在的矛盾不同类 型、不同层次的“关系”交错盘结，在构建起矛盾系统的同时也遮蔽了真正的矛 盾 “关系”总是载体表现出来的关系，即是说“关系”的呈现需要以载体为中 介，因此，解蔽“关系”必然要借助于中介矛盾双方的相互作用通过双方交换 物质、信息、能量的形式表现出来这个过程中会出现既不属于一方也不属于另 一方， 或者既属于这一方又属于另一方的中介质或中介态 这种中介质或中介态 就是一种模糊态由此， “中介”具有模糊性这样，马克思主义哲学把矛盾论、 关系论、中介论、模糊论完整地统一在矛盾内涵中，极大地完善和深化了矛盾学 说，使得矛盾思维具有更强的可理解性和可运用性 把这种对矛盾的全新理解应用于思想政治教育这门具体学科中， 也就是矛盾 论、关系论、中介论、模糊论在思想政治教育学科中的具体展开和融合。

在这种 宏观的视域下，考察思想政治教育育人活动中呈现的矛盾原则，可以从世界观、 方法论、评价原则、实践领域四个方面切入对这四个方面呈现的矛盾原则的叙 述对应构成了论文的第二、第三、第四、第五章 思想政治教育的过程体现了矛盾的时间、空间“在场” ，因此从哲学矛盾论 的视角考察，思想政治教育的全部育人活动都贯穿了矛盾原则世界观上，矛盾 是世界存在的方式，这是思想政治教育育人理念的坚实哲学根基；方法论上，思 想政治教育要求摈弃绝对化思维方式，以建构的观点和态度看待人和历史； 评价 标准上， 思想政治教育应确立不同对象不同评价标准原则，这一原则深刻蕴含着 因时因地制宜的矛盾规律，可以高度概括为“模糊性”原则；实践领域，思想政 治教育的育人活动体现了“始终与最广大人民群众在一起”的原则立场，并通过 对“正邪两赋而来之人”的思想政治教育得到映证本研究的目的是：通过系统 梳理思想政治教育育人活动中体现的具体矛盾原则， 促进思想政治教育系统的所 有参与者都树立真正的矛盾意识，认识到矛盾法则是自然界、人类社会、人的思 维发展运动的规律 讲清楚思想政治教育活动是在矛盾的内外部环境中，运用体 现着矛盾精神的教育理念、方法，遵循矛盾运动的规律，教育着矛盾的集合体 （人） ，辩证地评价思想政治教育活动的教育成果。

研究的根本结论是：思想政 治教育是开放生成的矛盾系统 关键词：思想政治教育；育人原则；矛盾论； “四论”统一 II Abstract The development of human being’s thinking still doesn’t surpass the dialectical thought. The study of dialectics or contradiction theory still should have been expanding its territory. Marxist philosophy has made a significant progress for the contradictions doctrine: a reconsideration and new understanding for contradiction in “relationships” dimension. To understand the world in “relationships” becomes the unique method to perceive the world in Marxism. The logical beginning and movement background which are spread by “relationships” are ubiquitous contradictions. The complex enwinding of “relationships” in different types and levels establishes the contradict system and also obstructs the true contradiction at the same time. “Relationships” are always expressed by intermediaries, that is to say the expression of “relationships” needs a carrier as the intermediary. So it also needs an intermediary to uncover “relationships”. The interaction of the two contradictory sides expressed in the way of exchanging materials, messages and energy. In this process, an intermediate substance or intermediate state will appear which belongs to none of them or belongs to both of them. This intermediate substance or intermediate state has a fuzzy character for their vague state. Thus, Marxist philosophy enables the contradiction doctrine, relationship theory, intermediary theory and fuzzy theory completely integrated into contradiction connotation and the contradictions doctrine is greatly consummated and deepened which makes the contradiction thought have a stronger intelligibility and maneuverability. It’s a specific deployment and blending for contradictions doctrine, relationships theory, intermediary theory and fuzzy theory in ideological and political education to apply this brand­new understanding of contradiction to this specific subject. In this macro­sight, the study of the contradictions principle presented in ideological and political education activities spread from the aspects of world outlook and methodology, evaluation principles and practice areas. The depiction of the four dimensions’ paradoxical principle respectively composes chapter 2, chapter 3, chapter 4 and chapter 5. The procedure of logical and political education has manifested that contradictory time and space are “on the scene”, therefore all their activities penetrate the principle of conflict from philosophical perspective on contradiction. In world view, III contradiction is the way of the world exists and this is the solid philosophy foundation of the ideology of ideological and political education; In methodology, the ideological and political education ideology requests to spurn the absolutely thinking and treats people and the history with constructed point and view; In evaluation criteria, the ideological and political education should be to establish the principle of different evaluation criteria of different objects. This principle implies profound contradictions, can be highly summarized as “ambiguity“ principle; In practice areas, ideological and political education activities reflect the principle of “always standing on the side of the masses” and the principle is reflected by ideological and political education’s effect to “people with good and bad personality”. These purposes are stated in the paper. Sort the principles of contradictions that embody in ideological and political education activities. All participants in ideological and political education system establish a sense of real conflict and realize that the laws of contradiction are disciplines of development of nature, human society and human thought. Verbalize that ideological and political education follows the principles of contradiction movement and brings up contradictory groups by cont。