儿童精神成长研究:意义、取向与多学科视野

发布时间：2018-06-04 14:26

本文选题：儿童精神成长 + 复杂生命系统　；参考：《华东师范大学学报(教育科学版)》2012年01期

【摘要】：儿童研究是儿童教育研究的基础。一个世纪以来,儿童教育学对儿童发展的理解主要以发展心理学为基础,而发展心理学在整体地认识儿童的精神成长这一问题上存在方法论局限。儿童精神成长研究属于对儿童成长过程的总体研究。它将儿童视为一个复杂的生命系统,尝试在哲学、生物学、人类学、脑科学、心理学、教育学等多学科视野中,顺着个体精神现象发生的逻辑,采取生物学—现象学的发生学取向,从种系进化与个体发展的连续进程来探讨儿童的精神成长,呈现个体精神发生的内在潜能和自然的步骤、发展的内在自组织机制、环境条件以及现实的发展形态。这一问题是认识论、心理学、教育学研究的原点问题,对这一核心问题的研究将会影响到各学科领域儿童研究的立场、问题、方法,并有助于推动社会文化层面孕育总体的儿童观和教育观,从而影响在儿童教育实践中参与起作用的全部关系,具有重要的理论意义和实践意义。
[Abstract]:The study of children is the foundation of the study of children's education. For a century, the understanding of children's development in children's pedagogy is mainly based on developmental psychology, and developmental psychology has methodological limitations in understanding children's spiritual growth as a whole. The study of children's spiritual development belongs to the overall study of the process of children's development. It treats children as a complex system of life, trying to follow the logic of individual spiritual phenomena in a multidisciplinary view of philosophy, biology, anthropology, brain science, psychology, pedagogy, etc. Taking the biological-phenomenological phylogeny orientation, this paper discusses the spiritual growth of children from the continuous process of evolution and individual development of the species system, presents the intrinsic potential and natural steps of individual spiritual development, and the internal self-organizing mechanism of development. Environmental conditions and the development of reality. This question is the origin of epistemology, psychology, and pedagogy. It also helps to promote the overall concept of children and education in the social and cultural aspects, thus affecting all the relations that play a role in the practice of children's education, which has important theoretical and practical significance.
【作者单位】：华东师范大学教育学博士后流动站;
【基金】：教育部人文社会科学研究青年基金(10YJCZH112) 江苏省教育厅高校哲学社会科学项目(2010SJBXLX001)
【分类号】：G610

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