生成论哲学视阈中的现实教育“道路”研究

发布时间：2018-01-21 12:56

本文关键词： 生成论哲学现实教育道路生成论教育学　出处：《东北师范大学》2011年博士论文　论文类型：学位论文

【摘要】：哲学的本性在于反思和批判。一种希望的生成论教育学,以生成论哲学的思维方式对现实教育中几个基本理论问题进行了前提性批判,从而确立了反映时代精神的教育本体论,并对当代的教育理论与教育实践产生规范性、导引性影响。在此基础上,实现教育思维方式的理论自觉。本论文以问题缘起——试说新语——论阈彰显——论阈深化——论阈升华——问题澄明为逻辑线索,充分吸收了当前哲学界、教育学界的相关理论文献,运用哲学思辨的方式方法,对现实教育的几个理论问题进行了深入探讨。论文首先对现当代中西哲学的进展状况进行了梳理和分析,即对生命哲学、过程哲学、中国传统哲学以及马克思哲学彰显生成论哲学智慧的观点重点评介,从中寻找可资借鉴和利用的思想资源和理论武器。其次,以生成论哲学思维方式检讨了当前我国教育界三个重要基本理论问题,即教育改革观、教学本质观、教育生活世界的存在论根基。从生成论哲学思维方式上检讨我国教育改革的思维逻辑可以得出如下结论:在“激进主义”教育改革的外在形态下隐含着预成主义的思维逻辑。基于中西方教育发展的比较文化视野,笔者提出“渐进生成”式的教育改革观。同理,通过深入反思教育学界对“教学认识论”的误解和歪曲,提出了以“实践观点”的思维方式,重构教学认识论、教学理论的生成思路。笔者基于马克思生存论哲学立场,针对当下教育学界对教育回归“生活世界”的流俗化观点,进行了前提性批判,提出了教育回归“现实—生活世界”的观点。进而基于现代性社会的存在方式,笔者提出“偶在”生成式的个体学生观。再次,本论文从超越论层面,着重反思了当下教育理论界对生成性教育思维、生成论教育学的形而上学思想,明确提出生成论教育学“行之而生”的路径和“思之而成”的道说。并积极倡导“从两极到中介”的生成论教育学的思维方式;“从绝对走向相对”的生成论教育学的价值标准;以及“建立必要的张力,并不断打破微妙的平衡”的生成论教育学的构建原则。最后,生成论教育学是一种可能的教育哲学形态,一种希望的教育哲学。它需要教育中人的“形上之思”,更需要教育者“行之而成”,这才是我们需要确证的现实教育的“道路”。
[Abstract]:The nature of philosophy lies in reflection and critique. A kind of generative pedagogy of hope criticizes several basic theoretical problems in practical education in the way of thinking of generative philosophy. Thus, the educational ontology reflecting the spirit of the times is established, and it has a normative and guiding influence on the contemporary educational theory and practice. On this basis, the theoretical consciousness of the mode of educational thinking is realized. This thesis takes the origin of the problem as the logical clue, and fully absorbs the relevant theoretical literature in the field of philosophy and education. In this paper, some theoretical problems of practical education are deeply discussed by means of philosophical thinking. First of all, the paper analyzes the development of modern and contemporary Chinese and Western philosophy, that is, the philosophy of life, process philosophy, Chinese traditional philosophy and Marxist philosophy to highlight the wisdom of generative philosophy. From the search for reference and use of ideological resources and theoretical weapons. Secondly, the author reviews three important basic theoretical issues in the field of education in China, namely, the concept of educational reform and the view of essence of teaching in the way of generative philosophy thinking. The foundation of the existential theory of the world of educational life. To review the thinking logic of educational reform in our country from the perspective of generative philosophy, we can draw the following conclusion: in "radicalism" Under the external form of educational reform, there is a preformist thinking logic, which is based on the comparative cultural perspective of the development of education in China and the West. The author puts forward the concept of "progressive generation" of educational reform. By deeply reflecting on the misunderstanding and distortion of "teaching epistemology" in educational circles, the author puts forward the thinking mode of "practical viewpoint" to reconstruct the teaching epistemology. On the basis of Marxist existential philosophy, the author carries out a prelude critique on the vulgar view of education returning to the "life world" in the current educational circles. This paper puts forward the viewpoint of education returning to the "reality-life world", and then based on the existence mode of modern society, the author puts forward the generative individual student view of "I am in". Thirdly, from the perspective of transcendence, this paper focuses on the reflection on the metaphysical thinking of generative education and generative pedagogy in the field of educational theory. It clearly puts forward the path of generative pedagogy "living by action" and the Tao theory of "thinking through it", and actively advocates the thinking mode of generative pedagogy "from two poles to intermediary". The value standard of generative pedagogy of "from absolute to relative"; And the construction principle of generative pedagogy of "establishing the necessary tension and constantly breaking the delicate balance". Finally, generative pedagogy is a possible form of educational philosophy, a kind of educational philosophy of hope. This is the path to practical education that we need to prove.
【学位授予单位】：东北师范大学
【学位级别】：博士
【学位授予年份】：2011
【分类号】：G40-02

【引证文献】