本文關(guān)鍵詞： 生成論哲學 現(xiàn)實教育 道路 生成論教育學　出處：《東北師范大學》2011年博士論文　論文類型：學位論文

【摘要】：哲學的本性在于反思和批判。一種希望的生成論教育學,以生成論哲學的思維方式對現(xiàn)實教育中幾個基本理論問題進行了前提性批判,從而確立了反映時代精神的教育本體論,并對當代的教育理論與教育實踐產(chǎn)生規(guī)范性、導引性影響。在此基礎(chǔ)上,實現(xiàn)教育思維方式的理論自覺。 本論文以問題緣起——試說新語——論閾彰顯——論閾深化——論閾升華——問題澄明為邏輯線索,充分吸收了當前哲學界、教育學界的相關(guān)理論文獻,運用哲學思辨的方式方法,對現(xiàn)實教育的幾個理論問題進行了深入探討。 論文首先對現(xiàn)當代中西哲學的進展狀況進行了梳理和分析,即對生命哲學、過程哲學、中國傳統(tǒng)哲學以及馬克思哲學彰顯生成論哲學智慧的觀點重點評介,從中尋找可資借鑒和利用的思想資源和理論武器。 其次,以生成論哲學思維方式檢討了當前我國教育界三個重要基本理論問題,即教育改革觀、教學本質(zhì)觀、教育生活世界的存在論根基。從生成論哲學思維方式上檢討我國教育改革的思維邏輯可以得出如下結(jié)論:在“激進主義”教育改革的外在形態(tài)下隱含著預成主義的思維邏輯。基于中西方教育發(fā)展的比較文化視野,筆者提出“漸進生成”式的教育改革觀。同理,通過深入反思教育學界對“教學認識論”的誤解和歪曲,提出了以“實踐觀點”的思維方式,重構(gòu)教學認識論、教學理論的生成思路。筆者基于馬克思生存論哲學立場,針對當下教育學界對教育回歸“生活世界”的流俗化觀點,進行了前提性批判,提出了教育回歸“現(xiàn)實—生活世界”的觀點。進而基于現(xiàn)代性社會的存在方式,筆者提出“偶在”生成式的個體學生觀。 再次,本論文從超越論層面,著重反思了當下教育理論界對生成性教育思維、生成論教育學的形而上學思想,明確提出生成論教育學“行之而生”的路徑和“思之而成”的道說。并積極倡導“從兩極到中介”的生成論教育學的思維方式;“從絕對走向相對”的生成論教育學的價值標準;以及“建立必要的張力,并不斷打破微妙的平衡”的生成論教育學的構(gòu)建原則。 最后,生成論教育學是一種可能的教育哲學形態(tài),一種希望的教育哲學。它需要教育中人的“形上之思”,更需要教育者“行之而成”,這才是我們需要確證的現(xiàn)實教育的“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.
【學位授予單位】：東北師范大學
【學位級別】：博士
【學位授予年份】：2011
【分類號】：G40-02

【引證文獻】

相關(guān)期刊論文 前1條

1 李志超;靳玉樂;;學校文化重建與課程改革[J];中國教育學刊;2013年02期

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本文編號：1451538