符号哲学视野中土家族敬祖习俗育人价值研究

发布时间：2017-12-31 00:36

本文关键词：符号哲学视野中土家族敬祖习俗育人价值研究　出处：《西南大学》2011年博士论文　论文类型：学位论文

【摘要】：认识自我是哲学探究的最高目标。作为促进受教育者个体和谐共生自由发展之教育学的研究宗旨亦然,亦是教育理论与实践的逻辑起点。为此,本论文研究土家族敬祖习俗文化符号的育人价值。研究主要基于以下背景：首先,学生需要符合其发展的教育内容。教育资源非常丰富,除了学校课堂知识,学生自身所处的良性社会环境,比如与之时常伴随的社会习俗文化符号就是重要的教育资源。其次,民族地区社会教育资源符号富有重要价值。特色鲜明的民族及其成员之所以存在而明显区别于他民族的原因便是其民族特有的社会教育资源的独特存在。同时,民族形态文化符号同一个民族的文化传承有本质联系。懂得了起源便懂得了本质,厘清这些少数民族的特征,挖掘其育人价值内涵本质,让民族文化形态符号在民族文化传承中起到更大的作用。同时,西南地区民族形态文化符号在当下统筹城乡、均衡教育、新课程改革及国家相关教育政策法规的制定大背景下有着重要意义。最后,育人价值问题是教育思想中的核心问题。研究育人价值相关问题,应是教育研究的基本课题。基于上述五个方面的缘由,民族地区社会习俗文化符号的育人价值内涵无疑是一个核心关键的问题。这进而吸引笔者对其进行深入研究。基于此,主要依托卡西尔的符号哲学、相关教育理论及列维·斯特劳斯的结构主义理论,把民族特征鲜明的西部少数民族土家族作为本研究的民族对象,利用相关哲学理论内容的合理性及方法论启示,以土家族典型习俗文化符号——敬祖习俗为切入点,从内涵上深入分析其育人价值,探究其对学校教育的启示,得出相应研究结论并提出相应思考。为了实现研究目的,笔者通过运用文献法、田野考察法及解释学方法等研究方法,从2006年9月至2011年2月,历经五年之五个阶段的田野考察并进行相关研究及论文写作。论文共分六章。论文以偏岩土家族典型村寨为个案,首先对土家族文化符号地域生态系统及土家族敬祖习俗文化符号本体进行阐述。主体部分紧紧围绕“社会习俗文化符号对社会成员如何体现育人价值并内化给民族成员”这一追问为出发点,重点在第四章分析了上家族敬祖习俗的育人价值内涵：首先在理论上从土家族敬祖习俗文化符号育人价值的个体原始发生及其价值现代发生进行了合理探究；而后融土家族敬祖习俗的育人价值内涵于其中,以一个土家人出生到年老为个例加以分析,提出了土家族敬祖习俗在土家人成长经历中的四大类育人价值内涵,即在土家成员儿童少年时代侧重表现的“快乐环境育人内涵”、青年时代侧重表现的的“道德品行育人内涵”、中年时代侧重表现的“责任意识育人内涵”、老年时代侧重表现的“反思意识育人内涵”,对每个阶段的育人价值内涵进行了有针对性的归类阐释并提出了自己的观点,从价值发生学的角度研究看正是土家人自己创造了自己。具体观点体现如下：儿童少年时代的“快乐环境育人内涵”之教育表演内涵；仪礼育人内涵。青年时代的“道德品行育人内涵”之强烈的交流与向心力内涵；制度约束内涵；部分具备习惯法特征敬祖习俗的约束价值内涵。中年时代的“责任意识育人内涵”之艺术育人价值深化个体文化内涵；丰富的文化场域育人价值内涵。老年时代的“反思意识育人内涵”之动态发展育人价值内涵：图腾符号育人价值内涵。论文第五章结合土家族敬祖习俗文化符号育人价值启示,引出其对当下学校教育,尤其是民族地区学校教育的启示,以“反观当下学校教育,达到迁移研究之目的”。提出了土家族敬祖习俗这样的民间习俗文化符号等非物质文化遗产对于传承民族文化传统教育与学校教育合理可行的七点对接策略,即在意识方面,将民族教育放在重要地位：在机制方面,完善各级学校传承非物质文化遗产的机制；在途径方面,相关政府部门及学校多途径传承民族文化；在措施方面,多种措施因地制宜传承民俗文化；在切入点方面,以民族文化符号为突破口创建特色学校；在外部资源方面,通过资源共享、对口支援及民办教育等方式寻求外围改变；在科研促进方面,强调提升民族地区非物质文化遗产研究水平以反哺社会促进教育。同时,论文第六章结论部分认为当下的教育研究落脚点还是学校教育并为之服务。教育是“内生和谐”发展的教育、自在与自为有机结合的教育,教育的理想便是实现自由的教育。相关教育实践、民族地区教育政策法规的修订或制定及教育研究亦应该以此为旨归。以下几点应该是教育所追求的：首先,要在学校教育中让受教育者快乐学习。其次,提高民族地区教育水平的手段不仅仅通过学校教育,应站在全局的高度看待这一问题,应该注意民族地区的所处的大教育环境的改善,比如提高民族地区的经济基础、教育意识及改进相关教育体制等。同时,认为应有选择的让好的教育内容进入学校,让学生个性人格得以积极全面和谐发展。最后指出：学校教育宜从学生的文化存在出发构建良性的教育生态环境；学校教育理念可从符号哲学出发归于文化符号域哲学,重视人的文化符号的系统性、层级性与人的整体性；从人与土家族敬祖习俗关系的角度对西南民族地区教育的科学发展提出建议,强调应促进受教育者个体或民族集体内部的内生发展及与外部环境的和谐发展；关注重视民族地区良性且合理的像土家族敬祖习俗文化符号这样的民族地区非物质文化符号的育人价值,从以自我价值实现为核心的角度制定或修订相关民族地区教育政策法规。
[Abstract]:Self awareness is the highest goal of philosophical inquiry. As to promote educated individual harmony on the free development of the purpose of education is to learn, also is the logical starting point of educational theory and practice. Therefore, the educational value of Tujia nationality research and custom culture symbols. The research is mainly based on the following background:
First of all, students need to comply with the development of the education. The education resources are very rich, in addition to the school classroom knowledge, students of the benign social environment, such as social customs and cultural symbols often is accompanied by the important educational resources. Secondly, the social resources of education in minority areas are valuable. National symbols and distinctive members there are clearly different from the reason why he is the unique ethnic nationality unique educational resources. At the same time, the cultural inheritance of the ethnic and cultural symbols of the same nationality is essentially linked. To understand the origin of know the essence, to clarify the characteristics of these ethnic minorities, excavate its educational value essence, let national culture symbols play a more important role in the national cultural heritage. At the same time, the southwest cultural symbols of ethnic groups in the present urban and rural areas, balanced education Education, the new curriculum reform and the formulation of relevant national education policies and regulations are of great significance. Lastly, the issue of educational value is the core issue in educational thoughts. Studying the related issues of educational value should be the basic topic of educational research.
The reason of the above five aspects based on the educational value connotation of social customs symbol in minority areas is a key problem. It can attract the author to further study. Based on this, mainly relying on Cassirer's Symbolic Philosophy, education theory and Levi Strauss's structuralism theory, the distinctive national characteristics the western minority Tujia Nationality as the research object of national, Enlightenment rationality and methods using philosophical theory content, Tujia customs, customs and typical cultural symbols as the starting point, in-depth analysis of its educational value from the connotation, explore the Enlightenment of school education, the corresponding research conclusion and puts forward the corresponding thinking.
In order to achieve the purpose of research, the author used literature, field research and hermeneutics methods, from September 2006 to February 2011, through five years of five stages of fieldwork and related research and thesis writing.
This paper is divided into six chapters. The pianyan Tujia village as a typical case, first described the Tujia culture symbol of regional ecosystem and Tujia customs and cultural symbols. The main part of the body to focus on social customs, cultural symbols of social members how to embody the value of educating and internalization for ethnic members "of this question point, focus on the analysis of the educational value of the connotation of family and customs in the fourth chapter: first in theory from the individual and original value of modern Tujia customs and cultural symbols of educational value have done a reasonable inquiry; then the connotation of educational value and Family Customs of the thawed soil in which a person is born to Tujia the old case analysis, put forward four kinds of educational value connotation in Tujia people's growing experience in Tujia nationality and custom in Tujia members of children Age emphasizes the "happy education connotation", focusing on the performance of the "youth moral education connotation, focusing on the performance of the" middle age "sense of responsibility education connotation", old age emphasizes the "reflective consciousness education connotation, value connotation of educating people in each stage are discussed and classification of interpretation and put forward their own point of view, research from the perspective of value of Tujia people is created by ourselves.
The specific point of view are as follows: Children's era of "happy education environment connotation" education performance connotation; etiquette education connotation. Youth "moral education connotation" strong communication and centripetal force connotation; institutional connotation; value connotation of customary law has some constraints and customs. Art education characteristics of middle age "the sense of responsibility education connotation" the value of deepening the individual cultural connotation; the cultural field of educational value of rich connotation. The dynamic development of education in old age "reflective consciousness education connotation of" value connotation: totem symbol of educational value connotation.
The fifth chapter combines Tujia customs and cultural symbol of educational value leads to the Revelation on the current school education, especially the school education in the ethnic areas of the enlightenment, "in the current school education, to achieve the purpose of" migration research. Put forward the Tujia customs and folk custom cultural symbols such intangible cultural heritage for the national heritage the traditional culture education and school education is reasonable and feasible seven docking strategies, namely in terms of awareness, national education will be put in an important position in the mechanism, improve the levels of school and inheritance of the intangible cultural heritage mechanism; in terms of pathways, the relevant government departments and the school culture in many ways; measures, measures according to the folk custom culture inheritance; in the starting point, the national culture symbol as a breakthrough to create a distinctive school; in the external resources, through the capital In terms of source sharing, counterpart support and private education, we need to seek peripheral changes. In terms of scientific research promotion, we should emphasize the research level of intangible cultural heritage in ethnic areas, so as to nurture society and promote education.
At the same time, the sixth chapter concludes that service for the present educational research or school education. And education is in the harmonious development of education, and for the organic combination of education, the ideal of education is to realize free education. Educational practice, educational policies and regulations amended or enacted in Ethnic Areas Study and education should also for this purpose. The following points should be pursued by education: first, to be in school education to make the educated the happiness of learning. Secondly, improve the level of education in minority areas means not only through school education, should stand in the height of the overall view of the problem, should pay attention to education the environment in ethnic minority areas to improve the economic basis, such as improving the ethnic areas, education awareness and improvement of educational systems. At the same time, the choice that should make good education content into Schools will enable students to develop their personality and personality in an all-round and harmonious way.
Finally it points out that school education should construct education problems of the ecological environment benign from the student's culture; the concept of school education can be attributed to the cultural symbols of the Symbolic Philosophy from philosophy, attach great importance to the system of cultural symbols of the whole hierarchy and the suggestions for the development of education science; southwest ethnic areas from the Tujia people and the perspective of the relationship between family and customs, stressed the importance of promoting education of individual or collective national internal endogenous development and harmonious development of the external environment; educational value of intangible cultural symbol attention in ethnic areas such as benign and reasonable Tujia cultural symbols and customs in minority areas, from the realization of self value as the core the angle of the formulation or revision of relevant policies and regulations of education in ethnic minority areas.

【学位授予单位】：西南大学
【学位级别】：博士
【学位授予年份】：2011
【分类号】：B933;G759.2

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