五育融合的哲学意蕴：从“割裂”到“共生”的教育价值重构

The Philosophical Implication of the Integration of Five Educations: The Reconstruction of Educational Value from “Separation” to “Symbiosis”

摘要: 本文从哲学视角探讨五育融合的内在逻辑与价值重构路径。研究发现，五育“割裂”源于实体化思维、工具理性与二元对立等哲学偏差，导致教育价值异化与人格培养失衡；而“共生”形态的哲学根基在于人的整体性存在、五育辩证联系及“完整的人”的生成需求。从“割裂”到“共生”的教育价值重构，需回归“育人初心”，以人的自由全面发展为核心；采用“辩证融合”方法论，构建五育要素交织的教学情境；建立质性生长的评价体系。研究为实践提供启示：课程设计应打造主题式融合项目，教师需培育整体育人思维，政策需弱化量化指标、建立生态化评价。这一探索旨在为五育融合提供理论支撑，推动教育从分立式向融合式变革，最终指向完整人格的培育。

Abstract: This paper discusses the internal logic and value reconstruction path of the integration of five educations from a philosophical perspective. It is found that the “fragmentation” of the five educations stems from philosophical deviations such as materialized thinking, instrumental rationality and duality, which leads to the alienation of educational values and the imbalance of personality cultivation. The philosophical foundation of the “symbiosis” form lies in the integral existence of human beings, the dialectical connection between the five educations, and the generative needs of the “complete person”. From “separation” to “symbiosis”, the educational value reconstruction needs to return to the “original intention of educating people”, with the free and all-round development of human beings as the core; The methodology of “dialectical integration” was adopted to construct a teaching situation in which the five educational elements were intertwined. Establish an evaluation system for qualitative growth. The research provides enlightenment for practice: curriculum design should create thematic integration projects, teachers need to cultivate holistic education thinking, and policies need to weaken quantitative indicators and establish ecological evaluation. This exploration aims to provide theoretical support for the integration of five educations, promote the transformation of education from discrete to integrated, and finally point to the cultivation of a complete personality.