教育对本我、自我、超我的限制与提升功能研究
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摘要
教育是追求人格完整、促进人格提升的系统工程。在本我、自我、超我三重人格的成长中,教育可以在本我阶段实现潜意识的获得快感,在自我阶段满足社会化的意识觉醒,在超我阶段达成规范化的标准约束,从而与人格成长具有正相关性。教育功能的合理发挥和现实异化将对人格养成起到积极或限制作用,必须通过设计人格成长框架、明确人格成长路径、推进人格分类管理等方式,充分发挥教育的引导性、实践性和人文性,最终促进人格的健康成长。
Education is a systematic project of pursuing a complete personality and helping the promotion of personality. During the growth of the triple personality of inner-self,self and super-self,education is positively correlated with the growth of personality because it can induce the pleasure of acquiring the subconsciousness at the stage of inner self,satisfy the awakening of socialized consciousness at the stage of self and achieve the normalization of standard restriction at the stage of super-self. The reasonable play and the actual alienation of educational function has a positive or restrictive role in the development of personality. Therefore,it is necessary to design the framework of personality growth,clarify the approach to the growth of personality and boost the classified management of personality in order to put into full play the function of education in guidance,practice and humanity,thus the ultimate goal of healthy growth of personality atic educational targeted poverty alleviation mechanism can educational poverty alleviation gain fruitful results.
Education is a systematic project of pursuing a complete personality and helping the promotion of personality. During the growth of the triple personality of inner-self,self and super-self,education is positively correlated with the growth of personality because it can induce the pleasure of acquiring the subconsciousness at the stage of inner self,satisfy the awakening of socialized consciousness at the stage of self and achieve the normalization of standard restriction at the stage of super-self. The reasonable play and the actual alienation of educational function has a positive or restrictive role in the development of personality. Therefore,it is necessary to design the framework of personality growth,clarify the approach to the growth of personality and boost the classified management of personality in order to put into full play the function of education in guidance,practice and humanity,thus the ultimate goal of healthy growth of personality atic educational targeted poverty alleviation mechanism can educational poverty alleviation gain fruitful results.
引文
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[3]王延伟.人格视域中的教师角色[J].教育评论,2012,(3):51-53.
[4]冯珊.马克思个人与共同体关系的思想研究[D].长春:吉林大学,2018.
[5]杜阳.弗洛伊德道德人格思想研究[D].石家庄:河北师范大学,2016.
[6]黄颖娜.论价值观教育与青年健康心理人格的塑造[D].北京:清华大学,2015.
[7]李宁.精神分析思潮的道德观及其道德教育价值[D].曲阜:曲阜师范大学,2015.
[8]明成龙.本我自我超我概念在服装中的理论研究[D].南昌:江西师范大学,2014.