论生命意识教育
发布时间：2018-11-03 19:11
【摘要】： 世界上最重要的事情就是认识自我。人不同于动物,就在于人不仅生存着,而且能够意识到自己的存在,具有关于自己存在的自我意识;就在于人不仅存在着,而且还要去追究存在的意义,对存在的意义的不同理解会导致不同的存在方式。卡西尔(Ernst Cassirer)认为:“人被宣称为应当是不断探究他自身的存在物——一个在他生存的每时每刻都必须查问和审视他的生存状况的存在物。人类生活的真正价值,恰恰就在于这种审视中,存在于这种对人类生活的批评态度中”。① 生命意识从哲学角度上就是指个体对生命存在的一种自觉的意识,是个体对自身存在的一种深刻感觉,是对人的生命存在终极价值的审视。然而,由于传统文化心理的价值偏向,并在科学主义、功利主义主宰下,我们现实的教育领域生命意识严重缺失。本文通过对生命意识在教育中缺失的表现和原因分析,由此来反思现实的教育应该如何,教育应如何唤醒学生的生命意识。生命意识教育试图引导学生通过深刻审视和查问自身生命存在的状况而认识自我、活出自我。 全文分为四个部分: 第一部分首先从中西方历史文化中对生命意识予以探析,然后对生命意识的特征和内在结构进行了分析,试图从不同的角度来解读生命意识的内涵。 第二部分,从哲学的角度论证了教育的应然问题,进一步探讨生命教育在现代教育视域中的合理性,并在归纳分析了生命教育发展现状的基础上,阐释了生命意识教育属于生命教育的第三个层面——关注终极价值关怀的生命教育。 第三部分就当今生命意识在现代教育中缺失的表现及原因进行了分析。认为除了我国教育价值取向偏差的原因外,科学主义至上的知识授受教育观、功利主义的应试教育和传统文化的畸形人才观是导致教育中生命意识缺失的主要原因。 第四部分在生命意识教育缺失原因的分析基础上,进行了生命意识教育的理论建构。生命意识教育应该在“尊重生命、完善生命、超越生命”的价值取向的引导下,遵循着“体验性、生成性、情境性、超越性”的原则,对青少年施加一种精神上的介入,来唤醒其生命意识,使其在生活世界中挖掘出自己的生命意义和价值,并通达领悟其存在。 黄克剑把教育的境界分为三个层次:传授知识,启迪智慧,润泽生命。然而,现实的教育太过于功利化,仍处于传授知识的层次,而更应该关注的启迪智慧,润泽生命的层面却被边缘化。生命意识教育试图关注现代教育的边缘领域,担当启迪智慧、润泽生命的使命。
[Abstract]:The most important thing in the world is to know yourself. Man is different from animals in that he is not only alive, but also aware of his own existence, with a self-awareness of his own existence; It lies in that people not only exist, but also investigate the meaning of existence, different understanding of the meaning of existence will lead to different ways of existence. According to Cassier (Ernst Cassirer), "Man is supposed to be an object that constantly explores his own existence-an existence that must be questioned and examined at every moment of his existence." The true value of human life lies precisely in this kind of scrutiny, which exists in this critical attitude towards human life. "1. Life consciousness, from a philosophical point of view, refers to the individual's conscious awareness of the existence of life. It is a kind of deep feeling of the individual's existence and the examination of the ultimate value of the existence of human life. However, due to the value bias of traditional cultural psychology, and under the domination of scientism and utilitarianism, our real life consciousness in the field of education is seriously lacking. Based on the analysis of the expression and reason of the lack of life consciousness in education, this paper reflects on how the realistic education should be and how to awaken the students' life consciousness. Life consciousness education attempts to guide students to understand themselves and live from themselves by deeply examining and questioning the existence of their own life. The thesis is divided into four parts: the first part analyzes the life consciousness from Chinese and western history and culture, and then analyzes the characteristics and internal structure of life consciousness. This paper tries to interpret the connotation of life consciousness from different angles. The second part, from the perspective of philosophy, demonstrates the problem of education, further discusses the rationality of life education in the field of modern education, and on the basis of summing up and analyzing the current situation of life education development, It explains that life consciousness education belongs to the third level of life education-the life education concerned about ultimate value concern. The third part analyzes the present life consciousness in modern education. Besides the reasons of the deviation of educational value orientation in our country, the main reasons for the lack of life consciousness in education are the scientism, the examination-oriented education, the utilitarian examination-oriented education and the malformed talent view of traditional culture. In the fourth part, the theory of life consciousness education is constructed on the basis of the analysis of the reasons for the lack of life consciousness education. The education of life consciousness should be guided by the value orientation of "respecting life, perfecting life, surpassing life", following the principle of "experience, generative, situational, transcendent", and exerting a kind of spiritual intervention on teenagers. To awaken their consciousness of life, so that they excavate their own meaning and value in the world of life, and understand its existence. Huang Kejian divides the realm of education into three levels: imparting knowledge, enlightening wisdom and moistening life. However, the realistic education is too utilitarian, still in the level of imparting knowledge, and the enlightening wisdom, which should be paid more attention, is marginalized. Life consciousness education tries to pay attention to the marginal field of modern education and take on the mission of enlightening wisdom and moistening life.
【学位授予单位】：河南大学
【学位级别】：硕士
【学位授予年份】：2007
【分类号】：G41
本文编号：2308713
[Abstract]:The most important thing in the world is to know yourself. Man is different from animals in that he is not only alive, but also aware of his own existence, with a self-awareness of his own existence; It lies in that people not only exist, but also investigate the meaning of existence, different understanding of the meaning of existence will lead to different ways of existence. According to Cassier (Ernst Cassirer), "Man is supposed to be an object that constantly explores his own existence-an existence that must be questioned and examined at every moment of his existence." The true value of human life lies precisely in this kind of scrutiny, which exists in this critical attitude towards human life. "1. Life consciousness, from a philosophical point of view, refers to the individual's conscious awareness of the existence of life. It is a kind of deep feeling of the individual's existence and the examination of the ultimate value of the existence of human life. However, due to the value bias of traditional cultural psychology, and under the domination of scientism and utilitarianism, our real life consciousness in the field of education is seriously lacking. Based on the analysis of the expression and reason of the lack of life consciousness in education, this paper reflects on how the realistic education should be and how to awaken the students' life consciousness. Life consciousness education attempts to guide students to understand themselves and live from themselves by deeply examining and questioning the existence of their own life. The thesis is divided into four parts: the first part analyzes the life consciousness from Chinese and western history and culture, and then analyzes the characteristics and internal structure of life consciousness. This paper tries to interpret the connotation of life consciousness from different angles. The second part, from the perspective of philosophy, demonstrates the problem of education, further discusses the rationality of life education in the field of modern education, and on the basis of summing up and analyzing the current situation of life education development, It explains that life consciousness education belongs to the third level of life education-the life education concerned about ultimate value concern. The third part analyzes the present life consciousness in modern education. Besides the reasons of the deviation of educational value orientation in our country, the main reasons for the lack of life consciousness in education are the scientism, the examination-oriented education, the utilitarian examination-oriented education and the malformed talent view of traditional culture. In the fourth part, the theory of life consciousness education is constructed on the basis of the analysis of the reasons for the lack of life consciousness education. The education of life consciousness should be guided by the value orientation of "respecting life, perfecting life, surpassing life", following the principle of "experience, generative, situational, transcendent", and exerting a kind of spiritual intervention on teenagers. To awaken their consciousness of life, so that they excavate their own meaning and value in the world of life, and understand its existence. Huang Kejian divides the realm of education into three levels: imparting knowledge, enlightening wisdom and moistening life. However, the realistic education is too utilitarian, still in the level of imparting knowledge, and the enlightening wisdom, which should be paid more attention, is marginalized. Life consciousness education tries to pay attention to the marginal field of modern education and take on the mission of enlightening wisdom and moistening life.
【学位授予单位】：河南大学
【学位级别】：硕士
【学位授予年份】：2007
【分类号】：G41
【引证文献】
相关期刊论文 前3条
1 甘霖;赖月月;;公共灾害事件对初中生生命意识造成的影响[J];湘南学院学报;2011年04期
2 赵晓坤;杨镇;;大学生生命教育缺失的原因及解决对策[J];山西大同大学学报(社会科学版);2012年03期
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相关硕士学位论文 前10条
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2 吴娟英;在生命科学实验教学中培养学生的生命意识[D];福建师范大学;2009年
3 李艳艳;小学利用家庭资源进行安全教育的研究[D];西南大学;2011年
4 卢永环;小学生命教育现状及对策研究[D];延边大学;2011年
5 王媛媛;加强中学生命教育的必要性及其路径探究[D];广州大学;2011年
6 李明;高等职业技术院校学生生命意识教育研究[D];华东师范大学;2011年
7 奚海燕;“乔韩窗口”理论在高一班级管理中的运用[D];苏州大学;2011年
8 董芹;当前我国生命意识现状及对策研究[D];山东师范大学;2012年
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10 石丹;中学阶段的生命教育研究[D];内蒙古师范大学;2009年
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