本文選題：實(shí)體思維 + 過程哲學(xué)�。� 參考：《山東師范大學(xué)》2007年博士論文

【摘要】： 現(xiàn)代教育的種種病癥最終導(dǎo)致現(xiàn)代人道德空場、主體性喪失、精神沒落,也使教育本身陷入危機(jī)之中。只有找到現(xiàn)代教育的“病根”并將其“連根拔起”(維特根斯坦)才能真正解決現(xiàn)代教育的問題。實(shí)體性教育思維就是現(xiàn)代教育問題之根。是故,實(shí)現(xiàn)現(xiàn)代教育變革的前提是轉(zhuǎn)換教育的思維方式。本文正是基于此問題展開探討,力圖借助一種新的哲學(xué)思維實(shí)現(xiàn)教育思維方式的轉(zhuǎn)換。 現(xiàn)代教育從其存在來看,是一種基于實(shí)體思維之上的教育形態(tài)。它戴著一副“科學(xué)”的面具,蒙蔽了現(xiàn)代人的眼睛和心靈,使現(xiàn)代人對科學(xué)確信無疑。現(xiàn)代人自以為生活在科學(xué)昌明的時代,以為科學(xué)為我們揭示了自然的奧秘。我們都成了科學(xué)的癮君子,陶醉在科學(xué)為我們提供的舒服和享受里,我們就象柏拉圖洞穴中的人,滿足于我們目之所及的世界卻不自知。我們滿足于和享受科學(xué)帶來的福音,而失去了洞識我們周圍世界的能力。它使我們困惑于現(xiàn)代教育的各種問題,卻又無法發(fā)現(xiàn)這些問題的根源。殊不知,現(xiàn)代教育的困境恰在于其自身內(nèi)部:現(xiàn)代教育的科學(xué)化訴求導(dǎo)致其陷入機(jī)械論的泥坑,實(shí)體思維促成了科學(xué)化的概念系統(tǒng):簡單位置的概念、實(shí)體和屬性的范疇、物性世界觀及機(jī)械論世界觀,進(jìn)而統(tǒng)治了整個現(xiàn)代教育。在科學(xué)概念的作用下,教育中沒有了“人”,只有物;教育沒有了整體,只有局部和碎片;沒有了通才,只有過度專業(yè)化的人才;沒有了人的自由、自治、自決、自為的“好人”,只有遵守代表某些人利益的社會秩序的“好公民”�，F(xiàn)代教育離人越來越遠(yuǎn)。 “革命是世界觀的改變”(庫恩)。變革現(xiàn)代教育的關(guān)鍵在于尋求一種新世界觀以替代現(xiàn)代世界觀。過程哲學(xué)作為一種反實(shí)體思維的哲學(xué),為我們提供了一種嶄新的思維方式:過程思維和關(guān)系思維。教育存在是教育的“阿基米德點(diǎn)”,不澄清教育存在,就不能認(rèn)清教育的本質(zhì)。實(shí)體思維中的教育本質(zhì)之所以紛亂不清,莫衷一是,就在于沒有認(rèn)識教育存在卻急于認(rèn)識教育本質(zhì)。實(shí)體思維中對教育的理解集中在對“教育是什么”的熱情追問上,而拋棄了“教育如何生成”這一原點(diǎn)。過程思想為我們重新思考教育存在提供了新的角度,即將對“教育是什么”的探問與“教育如何生成”合在一起,教育的生成樣態(tài)就是教育的存在形態(tài)。在過程哲學(xué)視野中,教育以過程和關(guān)系形態(tài)存在。過程是教育的根本存在形態(tài),每個教育事件都是其生成的過程。從教育生成的宏觀結(jié)構(gòu)分析,教育起源于人類原始社會中的各項(xiàng)因素及其相互之間的關(guān)系,教育產(chǎn)生于人類社會中眾多因素之間的相互作用及其經(jīng)驗(yàn)活動。從教育生成的微觀結(jié)構(gòu)分析,教師、學(xué)生、教學(xué)環(huán)境等等因素相互匯集、碰撞、纏繞、組合,將要生成的教育事件發(fā)揮主體作用,將這些因素統(tǒng)攝在一起,生成一個新的教育事件,旋即此事件又成為下一個教育事件的客體材料。教育始終處在教育事件生成滅亡的循環(huán)周期之中。教育在生成的過程中,呈現(xiàn)關(guān)系形態(tài)。教育是過程中的關(guān)系事件,是在過程和關(guān)系中展開的價值嵌入事件。 教育的過程性和關(guān)系性使教育呈現(xiàn)出有機(jī)性和整體性、創(chuàng)造性和生成性、不確定性和嘗試性、情境性和經(jīng)驗(yàn)性、復(fù)雜性和開放性、統(tǒng)一性和多樣性等特性。過程視野中的教育沒有外在的目的,只有內(nèi)在教育目的:每一個教育行為都是為它自己而創(chuàng)造,每一個人都是為了他自己而創(chuàng)造,每一個部分都為整體的教育利益而努力,為了人的發(fā)展和諧地組織在一起。教育自身的目的在于超越知識,生成智慧。為此,在教育中要保持各種平衡。過程視野中的教育過程要處理好個體智慧與生成的關(guān)系,學(xué)生的學(xué)習(xí)與教育節(jié)奏的關(guān)系。過程思想要求平衡自由與紀(jì)律的張力,而且現(xiàn)代實(shí)體教育中的主體與客體在過程思想中得到有機(jī)統(tǒng)一。過程視野中的課程將發(fā)生實(shí)質(zhì)性變化:課程以創(chuàng)造性和諧為價值取向,課程觀從實(shí)體課程觀轉(zhuǎn)變到過程課程觀,課程設(shè)計突出過程思維、關(guān)系思維和具體思維。過程視野中的教育研究也須立足于關(guān)系思維。 過程哲學(xué)為我們認(rèn)識現(xiàn)代世界和現(xiàn)代教育打開了一扇希望之門�，F(xiàn)代教育只有走向新的思維才能完成真正的革命,為此,過程性思維和關(guān)系性思維成為21世紀(jì)教育思維的必然選擇�；谶@兩種思維的一種新教育哲學(xué)呼之欲出。本研究在整體框架上采用哲學(xué)思辨的方式進(jìn)行研究。本研究有較強(qiáng)的理論意義:一方面,它可以為教育理論建設(shè)和教育實(shí)踐提供新思維、新視野,另一方面,過程教育哲學(xué)理論雛形的架構(gòu)可為現(xiàn)代教育改革提供一種新的可供選擇的教育哲學(xué)。由于教育的這種“格式塔”轉(zhuǎn)換,教育的理論建設(shè)將發(fā)生革命性的變化,進(jìn)一步為解決當(dāng)今教育的種種問題提供一種新路徑。
[Abstract]:All the diseases of modern education eventually lead to the moral empty field of modern people, the loss of subjectivity, the decline of spirit, and the crisis of education itself. Only to find the "root" of modern education and to "pull it out" (Wittgenstein) can truly solve the problem of modern education. The physical education thinking is the problem of modern education. Therefore, the premise of the reform of modern education is to transform the thinking mode of education. This article is based on this question and tries to realize the transformation of educational thinking mode with the help of a new philosophical thinking.
Modern education, from its existence, is a form of education based on physical thinking. It wears a mask of "science", has blinded the eyes and minds of modern people, and makes modern people convinced of science. Modern people think that life is in the age of scientific and prosperous, that science reveals the mysteries of nature. The scientific addict, intoxicated with the comfort and enjoyment of science for us, is like the man in Platon's cave, which is satisfied with the world we are looking for. We are satisfied with and enjoy the gospel of science, and lose the power of knowing the world around us. It puzzles us about the problems of modern education. But it is impossible to find the root of these problems. It is not clear that the plight of modern education lies in its own interior: the scientific appeal of modern education leads to its fall into the mud of mechanical theory, and the substantive thinking has contributed to the scientific conceptual system: the concept of the simple position, the category of entity and attribute, the physical world outlook and the mechanical world outlook, and then the unification of the world. The whole modern education has been cured. Under the role of the concept of science, there is no "man" and only things in education; education has no whole, only parts and fragments; there is no general talent and only excessive professionalism; there is no human freedom, autonomy, self-determination, "good man", and only "good" to represent the interests of some people. "Citizens". Modern education is getting far away from people.
"Revolution is the change of world outlook" (Kuhn). The key to changing modern education lies in seeking a new world view to replace the modern world view. As a philosophy of anti entity thinking, process philosophy provides us with a new way of thinking: process thinking and relationship thinking. Education is the "Archimedes point" of education, and it is not clear. The essence of education can not be recognized by the existence of education in the Qing Dynasty. The reason why the essence of education in substantive thinking is confused is that there is no understanding of the existence of education but is anxious to understand the essence of education. The understanding of education in substantive thinking is focused on the enthusiasm for "what is education", and the "how to produce education" is abandoned. The idea of process provides a new angle for us to rethink the existence of education. The exploration of "what education is" is combined with "how to generate education". The form of education is the existence form of education. In the perspective of process philosophy, education exists in process and relationship form. Process is the fundamental existence of education. Form, every educational event is the process of its formation. From the macro structure analysis of education, education originated in various factors and their relations in human primitive society. Education is produced by the interaction and experience between many factors in human society. From the microscopic structure analysis of education, teachers, students, The teaching environment and other factors gather together, collide, twine, and combine, bring into play the main role of the educational events to be generated, bring together these factors together to generate a new educational event, which is also the object material of the next educational event. Education is always in the cycle of the generation and destruction of educational events. In the process of generation, relations are presented. Education is a relational event in the process, and a value embedding event in the process and relationship.
The process and the relationship of education make education present organic and integral, creative and generative, indeterminacy and attempt, situation and empiricism, complexity and openness, unity and diversity. The education in the process field of vision has no external purpose, only internal educational purpose: every educational behavior is for it self Every one is created for himself, each part is created for himself, each part works hard for the benefit of the whole education, and organizes harmoniously for the development of human beings. The purpose of education itself is to transcend knowledge and generate wisdom. To this end, all kinds of balance should be maintained in education. The process of education in the field of vision should deal with individual wisdom. The relationship between the students' learning and the rhythm of education. The process thought demands the balance of the tension of freedom and discipline, and the subject and object in the modern entity education are organically unified in the process thought. The curriculum in the process view will have substantial changes: the curriculum takes the creative harmony as the value orientation and the curriculum view from the entity. The concept of curriculum has changed to the concept of process curriculum, the course design highlights the process thinking, the relationship thinking and the concrete thinking. The educational research in the process field of vision must also be based on the relationship thinking.
Process philosophy has opened a door of hope for us to understand modern and modern education. Modern education can only achieve a true revolution only with new thinking. Therefore, process thinking and relational thinking are the inevitable choice of education thinking in the twenty-first Century. A new educational philosophy based on these two kinds of thinking is out of mind. This study has a strong theoretical significance: on the one hand, it can provide new thinking and new horizons for the construction of educational theory and educational practice. On the other hand, the embryonic framework of process education philosophy can provide a new and alternative educational philosophy for modern educational reform. The transformation of this "formatting tower" of education, the theoretical construction of education will take a revolutionary change, and further provide a new way to solve the problems of today's education.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2007
【分類號】：G40

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