从实体到过程：现代教育的思维转向

发布时间：2018-06-22 07:27

本文选题：实体思维 + 过程哲学　；参考：《山东师范大学》2007年博士论文

【摘要】： 现代教育的种种病症最终导致现代人道德空场、主体性丧失、精神没落,也使教育本身陷入危机之中。只有找到现代教育的“病根”并将其“连根拔起”(维特根斯坦)才能真正解决现代教育的问题。实体性教育思维就是现代教育问题之根。是故,实现现代教育变革的前提是转换教育的思维方式。本文正是基于此问题展开探讨,力图借助一种新的哲学思维实现教育思维方式的转换。现代教育从其存在来看,是一种基于实体思维之上的教育形态。它戴着一副“科学”的面具,蒙蔽了现代人的眼睛和心灵,使现代人对科学确信无疑。现代人自以为生活在科学昌明的时代,以为科学为我们揭示了自然的奥秘。我们都成了科学的瘾君子,陶醉在科学为我们提供的舒服和享受里,我们就象柏拉图洞穴中的人,满足于我们目之所及的世界却不自知。我们满足于和享受科学带来的福音,而失去了洞识我们周围世界的能力。它使我们困惑于现代教育的各种问题,却又无法发现这些问题的根源。殊不知,现代教育的困境恰在于其自身内部:现代教育的科学化诉求导致其陷入机械论的泥坑,实体思维促成了科学化的概念系统:简单位置的概念、实体和属性的范畴、物性世界观及机械论世界观,进而统治了整个现代教育。在科学概念的作用下,教育中没有了“人”,只有物;教育没有了整体,只有局部和碎片;没有了通才,只有过度专业化的人才;没有了人的自由、自治、自决、自为的“好人”,只有遵守代表某些人利益的社会秩序的“好公民”。现代教育离人越来越远。 “革命是世界观的改变”(库恩)。变革现代教育的关键在于寻求一种新世界观以替代现代世界观。过程哲学作为一种反实体思维的哲学,为我们提供了一种崭新的思维方式:过程思维和关系思维。教育存在是教育的“阿基米德点”,不澄清教育存在,就不能认清教育的本质。实体思维中的教育本质之所以纷乱不清,莫衷一是,就在于没有认识教育存在却急于认识教育本质。实体思维中对教育的理解集中在对“教育是什么”的热情追问上,而抛弃了“教育如何生成”这一原点。过程思想为我们重新思考教育存在提供了新的角度,即将对“教育是什么”的探问与“教育如何生成”合在一起,教育的生成样态就是教育的存在形态。在过程哲学视野中,教育以过程和关系形态存在。过程是教育的根本存在形态,每个教育事件都是其生成的过程。从教育生成的宏观结构分析,教育起源于人类原始社会中的各项因素及其相互之间的关系,教育产生于人类社会中众多因素之间的相互作用及其经验活动。从教育生成的微观结构分析,教师、学生、教学环境等等因素相互汇集、碰撞、缠绕、组合,将要生成的教育事件发挥主体作用,将这些因素统摄在一起,生成一个新的教育事件,旋即此事件又成为下一个教育事件的客体材料。教育始终处在教育事件生成灭亡的循环周期之中。教育在生成的过程中,呈现关系形态。教育是过程中的关系事件,是在过程和关系中展开的价值嵌入事件。教育的过程性和关系性使教育呈现出有机性和整体性、创造性和生成性、不确定性和尝试性、情境性和经验性、复杂性和开放性、统一性和多样性等特性。过程视野中的教育没有外在的目的,只有内在教育目的:每一个教育行为都是为它自己而创造,每一个人都是为了他自己而创造,每一个部分都为整体的教育利益而努力,为了人的发展和谐地组织在一起。教育自身的目的在于超越知识,生成智慧。为此,在教育中要保持各种平衡。过程视野中的教育过程要处理好个体智慧与生成的关系,学生的学习与教育节奏的关系。过程思想要求平衡自由与纪律的张力,而且现代实体教育中的主体与客体在过程思想中得到有机统一。过程视野中的课程将发生实质性变化:课程以创造性和谐为价值取向,课程观从实体课程观转变到过程课程观,课程设计突出过程思维、关系思维和具体思维。过程视野中的教育研究也须立足于关系思维。过程哲学为我们认识现代世界和现代教育打开了一扇希望之门。现代教育只有走向新的思维才能完成真正的革命,为此,过程性思维和关系性思维成为21世纪教育思维的必然选择。基于这两种思维的一种新教育哲学呼之欲出。本研究在整体框架上采用哲学思辨的方式进行研究。本研究有较强的理论意义:一方面,它可以为教育理论建设和教育实践提供新思维、新视野,另一方面,过程教育哲学理论雏形的架构可为现代教育改革提供一种新的可供选择的教育哲学。由于教育的这种“格式塔”转换,教育的理论建设将发生革命性的变化,进一步为解决当今教育的种种问题提供一种新路径。
[Abstract]:All the diseases of modern education eventually lead to the moral empty field of modern people, the loss of subjectivity, the decline of spirit, and the crisis of education itself. Only to find the "root" of modern education and to "pull it out" (Wittgenstein) can truly solve the problem of modern education. The physical education thinking is the problem of modern education. Therefore, the premise of the reform of modern education is to transform the thinking mode of education. This article is based on this question and tries to realize the transformation of educational thinking mode with the help of a new philosophical thinking.
Modern education, from its existence, is a form of education based on physical thinking. It wears a mask of "science", has blinded the eyes and minds of modern people, and makes modern people convinced of science. Modern people think that life is in the age of scientific and prosperous, that science reveals the mysteries of nature. The scientific addict, intoxicated with the comfort and enjoyment of science for us, is like the man in Platon's cave, which is satisfied with the world we are looking for. We are satisfied with and enjoy the gospel of science, and lose the power of knowing the world around us. It puzzles us about the problems of modern education. But it is impossible to find the root of these problems. It is not clear that the plight of modern education lies in its own interior: the scientific appeal of modern education leads to its fall into the mud of mechanical theory, and the substantive thinking has contributed to the scientific conceptual system: the concept of the simple position, the category of entity and attribute, the physical world outlook and the mechanical world outlook, and then the unification of the world. The whole modern education has been cured. Under the role of the concept of science, there is no "man" and only things in education; education has no whole, only parts and fragments; there is no general talent and only excessive professionalism; there is no human freedom, autonomy, self-determination, "good man", and only "good" to represent the interests of some people. "Citizens". Modern education is getting far away from people.
"Revolution is the change of world outlook" (Kuhn). The key to changing modern education lies in seeking a new world view to replace the modern world view. As a philosophy of anti entity thinking, process philosophy provides us with a new way of thinking: process thinking and relationship thinking. Education is the "Archimedes point" of education, and it is not clear. The essence of education can not be recognized by the existence of education in the Qing Dynasty. The reason why the essence of education in substantive thinking is confused is that there is no understanding of the existence of education but is anxious to understand the essence of education. The understanding of education in substantive thinking is focused on the enthusiasm for "what is education", and the "how to produce education" is abandoned. The idea of process provides a new angle for us to rethink the existence of education. The exploration of "what education is" is combined with "how to generate education". The form of education is the existence form of education. In the perspective of process philosophy, education exists in process and relationship form. Process is the fundamental existence of education. Form, every educational event is the process of its formation. From the macro structure analysis of education, education originated in various factors and their relations in human primitive society. Education is produced by the interaction and experience between many factors in human society. From the microscopic structure analysis of education, teachers, students, The teaching environment and other factors gather together, collide, twine, and combine, bring into play the main role of the educational events to be generated, bring together these factors together to generate a new educational event, which is also the object material of the next educational event. Education is always in the cycle of the generation and destruction of educational events. In the process of generation, relations are presented. Education is a relational event in the process, and a value embedding event in the process and relationship.
The process and the relationship of education make education present organic and integral, creative and generative, indeterminacy and attempt, situation and empiricism, complexity and openness, unity and diversity. The education in the process field of vision has no external purpose, only internal educational purpose: every educational behavior is for it self Every one is created for himself, each part is created for himself, each part works hard for the benefit of the whole education, and organizes harmoniously for the development of human beings. The purpose of education itself is to transcend knowledge and generate wisdom. To this end, all kinds of balance should be maintained in education. The process of education in the field of vision should deal with individual wisdom. The relationship between the students' learning and the rhythm of education. The process thought demands the balance of the tension of freedom and discipline, and the subject and object in the modern entity education are organically unified in the process thought. The curriculum in the process view will have substantial changes: the curriculum takes the creative harmony as the value orientation and the curriculum view from the entity. The concept of curriculum has changed to the concept of process curriculum, the course design highlights the process thinking, the relationship thinking and the concrete thinking. The educational research in the process field of vision must also be based on the relationship thinking.
Process philosophy has opened a door of hope for us to understand modern and modern education. Modern education can only achieve a true revolution only with new thinking. Therefore, process thinking and relational thinking are the inevitable choice of education thinking in the twenty-first Century. A new educational philosophy based on these two kinds of thinking is out of mind. This study has a strong theoretical significance: on the one hand, it can provide new thinking and new horizons for the construction of educational theory and educational practice. On the other hand, the embryonic framework of process education philosophy can provide a new and alternative educational philosophy for modern educational reform. The transformation of this "formatting tower" of education, the theoretical construction of education will take a revolutionary change, and further provide a new way to solve the problems of today's education.
【学位授予单位】：山东师范大学
【学位级别】：博士
【学位授予年份】：2007
【分类号】：G40

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