本文選題：生命 + 死亡��； 參考：《華東師范大學》2010年博士論文

【摘要】： 把生命教育作為研究的主題,在時下也算是最順其自然的選擇,因為它已成為現(xiàn)階段人們關(guān)注的熱點問題。人是教育的對象,生命教育應是教育的歸宿與真諦所在。本研究從宏觀的國際視野出發(fā),以“生命與死亡的雙重變奏”為主線,在豐富和拓展生命教育內(nèi)涵的基礎上,重點探討了生命教育的理論根基、歷史演進、實踐策略及其對中國的啟示與借鑒。本研究希望能為學術(shù)界研究生命教育提供新的視角,同時也能為發(fā)展本土化的生命教育有所啟迪。 在中西方的各種差異中,文化差異乃是根源性和本質(zhì)性的,而這種差異又直接源于中西生死觀之殊同。作為傳統(tǒng)文化的重要思想資源,中西生死觀并無高下優(yōu)劣之分,只有合理、合意與否。通過比較分析,筆者主張在維護民族情感與尊重文化差異的前提下,合理借鑒對方生死觀研究中的積極成果,并通過加強制度建設引導生死的自由意志,從而在糾偏補弊的基礎上進一步完善本民族的生死觀建構(gòu)。 作為人生中最重大的問題,生死問題在教育視閾中也具有舉足輕重的地位。筆者通過對教育視閾中生死異化之現(xiàn)狀分析,提出了開展生命教育的合理性與緊迫性,從而為生命教育的全面解讀作了必要鋪陳。本研究認為,生命教育內(nèi)涵的超越、豐富和發(fā)展必須有效統(tǒng)整、融合死亡教育和生死教育基本理念,體現(xiàn)全面性與通識性。具體來說,生命教育就是一種生死觀教育,它主要包括兩個方面：“關(guān)于生死的教育”(education about life and death)與“為了生死的教育”(education for life and death)。其中,“關(guān)于生死的教育”強調(diào)的是生命教育的內(nèi)容,即獲取關(guān)于生死的知識性學問；“為了生死的教育”強調(diào)的是生命教育的目的,即把關(guān)于生死的知識性學問落實到生活實踐中,最終轉(zhuǎn)化為生死智慧。 依循“生命與死亡的雙重變奏”這一紅線,生命教育的發(fā)展歷程大致可分為三個階段：孕育期、創(chuàng)生期與拓展期,其中尤以拓展期最為關(guān)鍵。生死學以及生死教育的創(chuàng)立不僅為生命教育的新發(fā)展提供了契機,而且也為其本土化實踐做出了有益探索。為了整體勾勒國際視野下的生命教育,筆者從理論與實踐兩個維度展開論證,具體采用形上層面與形下層面相互參證、相互溝通的方式,以期解決關(guān)涉生命與死亡的終極關(guān)懷的課題,確立生命的方向與死亡的意義。 生命教育給教育界,乃至整個人類社會都帶來了巨大震撼,它不僅使教育趨向更加人性化的方向發(fā)展,而且也把生命真正置于關(guān)注的焦點,體現(xiàn)了深厚的人文關(guān)懷。因此,作為一種具有現(xiàn)實可行性的教育理念,生命教育是真正充滿生命活力的人的教育,它既可以使我們的人生變得美好而高尚,又能夠促進人類最終實現(xiàn)詩意的棲居。
[Abstract]:Taking life education as the subject of research is now the most natural choice, because it has become a hot issue that people pay attention to at present. Man is the object of education, and life education should be the destination and true meaning of education. Based on the macro international perspective and the "double variation of life and death", this study focuses on the theoretical foundation and historical evolution of life education on the basis of enriching and expanding the connotation of life education. The practical strategy and its enlightenment and reference to China. The purpose of this study is to provide a new perspective for the research of life education in academic circles and to enlighten the development of local life education. Among the differences between China and the West, cultural differences are rooted and essential, and this difference is directly derived from the difference between Chinese and Western views on life and death. As an important ideological resource of traditional culture, Chinese and Western views on life and death are not superior but reasonable or not. Through comparative analysis, the author advocates that, on the premise of maintaining national emotion and respecting cultural differences, the author can reasonably draw lessons from the positive achievements in the study of the other side's outlook on life and death, and guide the free will of life and death through strengthening the construction of the system. Thus, on the basis of rectifying and compensating the disadvantages, we can further improve the construction of our nation's outlook on life and death. As the most important problem in life, the issue of life and death also plays an important role in educational vision. Based on the analysis of the present situation of the alienation of life and death in the educational perspective, the author puts forward the rationality and urgency of carrying out life education, thus making a necessary prelude to the comprehensive interpretation of life education. This study holds that the transcendence, enrichment and development of the connotation of life education must be integrated effectively, integrate the basic concepts of death education and life and death education, and embody comprehensiveness and generality. Specifically, life education is a kind of life and death view education, which mainly includes two aspects: "education on life and death" about life and death) and "education for life and death". Among them, "Education on life and death" emphasizes the content of life education, that is, acquiring knowledge about life and death, and "education for life and death" emphasizes the purpose of life education. That is to put the knowledge of life and death into practice, and finally into the wisdom of life and death. According to the red line of "the double variation of life and death", the development of life education can be divided into three stages: gestation period, creation period and expansion period, among which the expansion period is the most important. The establishment of the science of life and death and the education of life and death not only provides an opportunity for the new development of life education, but also makes a beneficial exploration for its localization practice. In order to outline the whole life education in the international field of vision, the author demonstrates from the two dimensions of theory and practice, and concretely adopts the ways of mutual reference and mutual communication between the upper and lower levels. In order to solve the ultimate concern of life and death, establish the direction of life and the significance of death. Life education has brought great shock to the educational circles and even the whole human society. It not only makes education more humanized, but also puts life in the focus of attention and embodies profound humanistic concern. Therefore, as a realistic and feasible educational idea, life education is the education of people who are full of life vitality. It can not only make our life beautiful and noble, but also promote human beings to finally realize poetic dwelling.
【學位授予單位】：華東師范大學
【學位級別】：博士
【學位授予年份】：2010
【分類號】：G41

【引證文獻】

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1 黃艷;孔子生命教育思想研究[D];鄭州大學;2013年

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1 趙菲;青少年生命教育團體輔導活動實驗研究[D];曲阜師范大學;2012年

2 韓曉峗;生命教育基本理論問題探討[D];海南師范大學;2012年

3 王琳彬;“和合”視角下的大學生生命價值觀教育研究[D];西南石油大學;2012年

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本文編號：1927240