人的天性因为自由而变得可贵,故而人们为教育活动赋予自由的价值,目的是使人能更加理性地感知自己和外部世界.然而教育中所蕴含的自由价值随着现代性工业社会的到来变得离散,认知的升级让人们对今天的世界有了新的认识,波普尔认为这种认知升级后的结果是促使原来的一个世界变为"三个世界".教育活动内部同样存在不同的世界体系,但是这些不同世界之间却无法实现通约.教育活动内部多重价值体系的对立使得人无法感知与获得自由,反而成了被教育规训的对象.在物欲主义与消费主义的侵蚀下,世界的不确定性开始增加,自由变成了教育活动中可以用来消费的筹码,也让现代人看不到教育塑造理性与人格的出路.只有重新回归教育的本质,塑造属于教育活动特有规律的表达方式,重新培育人的精神生活,才能使自由复归于教育,使人从教育中感到愉悦.%Human nature becomes valuable because of freedom. Therefore, people give the value of freedom to the educational activities. The purpose is to enable people to sense themselves and the external world more rationally. However, the value of freedom contained in education has become discrete with the advent of modern industrial society. The upgrading of cognition has bronght new view of the today's world and has made the world in which people live as the "three worlds"defined by Popper, and within educational activities there are also different world systems, but these different worlds cannot achieve a consensus. The opposition of multiple value systems within educational activities makes people unable to perceive and obtain freedom, and has become the subject of education discipline. Under the erosion of materialism and consumerism, the uncertainty in the world began to increase. Freedom has also become a bargaining chip that can be used for consumption in the educational activities, and it also prevents modern people from seeing ways in which education shapes rationality and personality. Only by returning to the essence of education and shaping up expressions that are specific to educational activities and re-cultivating people 's spiritual life can we restore freedom to the education and make people feel joyful in education.
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