"All-round development" has been written in our education policy for half a century. Its invariance and consistency show the vitality of this policy. However, the certainty of educational policy does not hinder the activity of educational thought. In fact, although this policy has remained basically unchanged, it is not unchanged at all. For example, the concept of "moral, intellectual and physical beauty", which lasted for more than 40 years, was replaced by the concept of "moral, intellectual and physical beauty" a few years ago. Educational ideological activities play a positive role in improving policies and understanding them more accurately. The determination of educational policy is not a fixed educational thought, just like a classic text has been interpreted and the text has not changed. In the eyes of different readers, its structure and image are not exactly the same, and even the image of the same text seen by the same reader at different times may change.
There have been different understandings of Marx and Engels' theory of all-round development of human beings. There are two basic understandings: one is the theory of all-round development of morality, intelligence and physique; The second is the theory of all-round development of ability. [1] We can still think that this is a different interpretation of the same text.
This paper is a re-study of Marx and Engels' works, and from the enlightenment of Marx's theory, it puts forward some views on the essence of man's all-round development. We can't think that this view is an explanation of Marx's theory, let alone pretend to be the only correct understanding of Marx's theory, while other understandings are misinterpreted. Inspired by Marx and Engels, this paper puts forward such a proposition: "All-round development is essentially personality development." Next, this proposition will be demonstrated. Obviously, this proposition is different from both the theory of all-round development of morality, intelligence and physique and the theory of all-round development of ability.
"All-round" of all-round development is not mainly a quantitative concept. After all, it has certain quantitative significance. This brings us back to discussing the comprehensiveness embodied by the basic aspects.
Hua loved mathematics since he was a child, and later engaged in mathematical science all his life. However, Hua still has a good humanistic quality, and at the same time shows an excellent overall spirit. This can be said to be a coordinated and harmonious development, and it can also be said that he is an excellent personality development. If we only consider from the aspect of quantity, not to mention all aspects, only in sports, because of his physical defects, he basically has no chance to participate in sports activities that particularly need lower limb strength; And as far as the field of knowledge is concerned, his "uniqueness" is mathematics, not all aspects. Even though there are still unfamiliar aspects in mathematics in its 100 branches, it cannot be concluded that it is not fully developed.
Yao Ming loved basketball since he was a child, and now he takes basketball as his career. However, he not only plays basketball, but also studies in all aspects. At the same time, he is kind and considerate, confident and humble, and speaks clearly and humorously, which shows his accomplishment. His love for the collective and pride as a China person also fully demonstrated his "overall mental outlook". His development is very individual. In the meantime, can we say that he is not developing normally? His development in some basic aspects is enough for us to understand the Excellence of this personality development more accurately. In terms of quantity, he is limited to ball games, table tennis, hockey, … he can't, but we can't think that he is not fully developed.
What are the basic aspects? Even ask: Why is it the foundation? Why does it reflect all-round basic aspects? The basis of consideration should be conducive to the full development, coordinated development and harmonious development of personality.
Some researchers pointed out that Marx's all-round development of human beings "refers to the development of ability". [27] and what Marx said is the ability of all-round development "that is, the ability of physical strength and intelligence" [28] The development of physical strength and brain power is of course the basic aspect of development.
However, when it comes to ability, most of them just refer to the category of intelligence like some explanations. In fact, if the ability is regarded as "the necessary personality and psychological characteristics for people to successfully complete certain activities" [29], then the ability does not necessarily belong to the category of intelligence. Isn't there a slogan called "learn to care"? Care, love, enthusiasm, ... this is not only within the scope of intelligence, but also needs to learn in these areas, which is the ability that needs to be acquired through learning. Being considerate and considerate of others is of course ability, but not entirely intelligence. To be precise, this is the category of moral wisdom. Therefore, the development of ability (the important content of personality development) should be the coordinated development of rational wisdom, practical wisdom and moral wisdom.
In our educational practice, the actual problem in the implementation of the principle of all-round development of human beings is not so much that we don't pay enough attention to all aspects or aspects, but rather that we don't pay enough attention to some basic aspects.
The basic aspects of human beings are, to a great extent, physical and psychological. In psychology, the basic development should be cognitive psychology and non-cognitive psychology, and the common problem is the neglect of non-cognitive psychology, which is particularly important for people's all-round development and even cognitive development.
In the cognitive field, it can also be said that there are some basic aspects (which can be called the basic aspects of the second level), and there are basic aspects composed of logical ability and intuitive ability. In terms of knowledge, there is a reasonable composition of humanistic knowledge and scientific knowledge (although different people may have very different compositions, any serious deficiency will affect the full development of personality, especially as a modern person).
When the essence of all-round development is understood as personality development, it is also convenient for us to have a more accurate understanding of moral education. From the perspective of personality development, moral development should include the coordinated development of basic aspects such as moral cognition, moral emotion, moral will and moral behavior, and moral education should not only be understood as the problem of moral cognition (one of the crux of moral education practice at present).
Of course, it can also be said that some basic aspects of all-round development are morality, intelligence, physique and beauty. However, it is the understanding of personality development that can help us to see clearly the interrelation and intersection of these basic aspects, as well as their specific contents and manifestations, so as to better look at all-round development from a three-dimensional perspective.
Personality does not necessarily lead to creation, and there is definitely no creation without personality development; It is difficult to create without the full development of personality, which is the only way to create. Understanding all-round development as average development and average development in all aspects is far from creative education, and understanding all-round development as personality development is closer to creative education.
Don't worry that personality development will run counter to social development. In fact, the full development of everyone's personality is not only the basic source of social development and progress, but also "the free development of everyone is the condition for the free development of all people" [30]. This is what Marx and Engels said in the Manifesto of the Productive Party, which is one of their basic views on an ideal society. In fact, these words tell us that we should think more about: how to make social development better protect people's personality development and free development. Let's look at today's China society. The essence of its progress and prosperity is to provide more and better conditions for the free development and personality development of China people. So, how should the education in China today show its progress and prosperity? The answer is really obvious.