劳动教育的本体地位、本体价值及实践创新

劳动是人之所以成为人的根本,亦是劳动教育之所以成为教育的前提。从马克思恩格斯将生产劳动上升到"人类社会存在的第一个前提",到毛泽东主张"教育必须同生产劳动相结合",再到习近平以高远的历史唯物主义视野对劳动本质进行深入探索,以坚定的信念树立劳动精神,以发展的眼光审视劳动教育,都充分展现了马克思主义劳动观的深刻内涵和马克思主义劳动教育观的演进逻辑。生产劳动与教育相结合是劳动教育的主线,劳动教育之于德、智、体、美"四育"的支撑作用,体现了劳动教育的本体地位。劳动教育实现路径需要在实践中克服现实困境,不断探索与创新。

The Ontological Status and Value of Labor Education with Its Innovation Activities

Labor is the basis for human beings, and is also the prerequisite for labor education to become education. From Marx and Engels’ s elevation of productive labor to "the first prerequisite for the existence of human society", to Mao Zedong’s advocacy that "education must be integrated with the productive labor", to Xi Jinping’s in-depth exploration of the nature of labor with a lofty perspective of historical materialism, both the firm beliefs in establishing the spirit of labor, and the examination of labor education with a developmental perspective, have fully demonstrated the deep connotation of the Marxist labor notions and the evolution logic of the Marxist labor education notions. The combination of productive labor and education is the main line of labor education, and the supporting role of labor education in the "four educations" of morality, intelligence, physique and beauty reflects the ontological status of labor education. Therefore, the realization path of labor education needs to overcome the practical difficulties, and constantly explore and innovate in practice.