本文關(guān)鍵詞： 無(wú)限他者 善 正義 他人 自我超越 教育的超越　出處：《南京師范大學(xué)》2011年博士論文　論文類(lèi)型：學(xué)位論文

【摘要】：本論文旨在重新思考教育的意義這一教育哲學(xué)的根本問(wèn)題：也就是說(shuō),教育對(duì)人來(lái)說(shuō)意味著什么?對(duì)于現(xiàn)代教育的整體考察指明一個(gè)基本的實(shí)情,那就是現(xiàn)代教育已經(jīng)重構(gòu)于現(xiàn)代性的總體性之中,面對(duì)生活意義的缺失與焦慮,已經(jīng)無(wú)法為現(xiàn)代人提供一種超越自我的理念與路徑。因此,這一提問(wèn)的方式,把教育與一種對(duì)于真正生活的欲望聯(lián)結(jié)起來(lái),對(duì)教育的意義追求離不開(kāi)對(duì)生活的形而上學(xué)究問(wèn)。這種對(duì)真正生活的形而上學(xué)欲望,最終表明是自我向著無(wú)限他者的超越,種超越只有在與無(wú)限他者的關(guān)聯(lián)中,才是真實(shí)的超越。 善在自我向著無(wú)限他者的超越之中的顯露,揭示了自我超越的內(nèi)在規(guī)定性。無(wú)限是善的無(wú)限。自我在對(duì)他人的愛(ài)以及正義的追求之中,找到了善在人間的原初位置。愛(ài)的困境在于,當(dāng)它面對(duì)著對(duì)他人的絕對(duì)責(zé)任時(shí),它發(fā)現(xiàn)了他人的多元性所帶來(lái)的正義問(wèn)題。因此,超越最終表現(xiàn)為善與正義的無(wú)限要求。由于正義規(guī)定著共同體的倫理本性,在這個(gè)意義上,家庭生活,社會(huì)生活,政治生活就成為自我超越的三種不可分割的表現(xiàn)方式。自我超越表現(xiàn)了一種對(duì)于鍛造偉大人格,雖然艱難,卻不可遏止的追求。 同樣,教育也是自我超越的一種方式。作為對(duì)孩子召喚的回應(yīng),教育在使孩子變成受教育者時(shí),使自我成為了教育者。教育的秘密在于,它在幫助孩子走向超越的過(guò)程中實(shí)現(xiàn)自身的超越。教育以善與正義作為自身的本質(zhì)規(guī)定性,并引導(dǎo)受教育者走向善與正義。因此,教育就體現(xiàn)為一種超越的歷史傳承,表現(xiàn)為一種代與代之間持續(xù)的堅(jiān)持與努力。正是通過(guò)時(shí)間的不斷肯定,教育呈現(xiàn)為一種接近永恒的希望。 教育就是為了個(gè)體的超越,就此而言,教育提供了一條引導(dǎo)個(gè)體走向超越的路徑。只有經(jīng)由教育,受教育者才能實(shí)現(xiàn)超越。超越體現(xiàn)為一個(gè)自我運(yùn)動(dòng)的長(zhǎng)期過(guò)程,一個(gè)在自我與他者的對(duì)立運(yùn)動(dòng)之中逐漸實(shí)現(xiàn)超越的教育過(guò)程。本文采用現(xiàn)象學(xué)的方法詳細(xì)深入地考察了,在教育過(guò)程之中這一自我運(yùn)動(dòng)的階段、形態(tài)、性質(zhì)與動(dòng)力,合理地表現(xiàn)了自我實(shí)現(xiàn)超越的必然過(guò)程。
[Abstract]:The purpose of this thesis is to rethink the meaning of education, which is the fundamental question of educational philosophy: that is, what does education mean to people? The whole investigation of modern education indicates a basic fact, that is, modern education has been reconstructed into the totality of modernity and faced with the loss and anxiety of the meaning of life. It is no longer possible to provide a way for modern people to transcend themselves. Therefore, this way of asking questions links education with a desire for real life. The pursuit of the meaning of education can not be separated from the metaphysics of life. This metaphysical desire for real life ultimately shows that the ego transcends the infinite other, and that transcendence is only associated with the infinite other. Is the real transcendence. The revelation of goodness in the transcendence of the self towards the infinite other reveals the inherent stipulation of self-transcendence. Infinity is the infinite of goodness. The ego is in the love of others and the pursuit of justice. The dilemma of love is that when it faces its absolute responsibility to others, it discovers the problems of justice brought about by the diversity of others. Transcending the boundless demands of goodness and justice. Since justice prescribes the ethical nature of the community, in this sense, family life, social life, Political life has become the three inextricable ways of self-transcendence. Self-transcendence represents a difficult but unstoppable pursuit for forging a great personality. Similarly, education is a way of transcending oneself. In response to a child's call, education makes itself an educator when it turns a child into an educatee. The secret of education is, It realizes its own transcendence in the process of helping children to transcend. Education regards good and justice as its essential stipulation, and guides the educated towards good and justice. Therefore, education is embodied as a kind of historical inheritance of transcendence. It is through the constant affirmation of time that education is presented as a kind of near eternal hope. Education is for the sake of individual transcendence. In this sense, education provides a way to lead individuals to transcendence. Only through education, can the educated achieve transcendence. Transcendence is a long process of self-movement. An educational process in which transcendence is gradually realized in the opposite movement of the self and the other. In this paper, the phenomenological method is used to investigate in detail the stage, form, nature and motive force of this self-movement in the process of education. Reasonable performance of self-realization of the inevitable process of transcendence.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2011
【分類(lèi)號(hào)】：G40

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