本文關(guān)鍵詞：符號哲學(xué)視野中土家族敬祖習(xí)俗育人價值研究　出處：《西南大學(xué)》2011年博士論文　論文類型：學(xué)位論文

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【摘要】：認識自我是哲學(xué)探究的最高目標。作為促進受教育者個體和諧共生自由發(fā)展之教育學(xué)的研究宗旨亦然,亦是教育理論與實踐的邏輯起點。為此,本論文研究土家族敬祖習(xí)俗文化符號的育人價值。研究主要基于以下背景： 首先,學(xué)生需要符合其發(fā)展的教育內(nèi)容。教育資源非常豐富,除了學(xué)校課堂知識,學(xué)生自身所處的良性社會環(huán)境,比如與之時常伴隨的社會習(xí)俗文化符號就是重要的教育資源。其次,民族地區(qū)社會教育資源符號富有重要價值。特色鮮明的民族及其成員之所以存在而明顯區(qū)別于他民族的原因便是其民族特有的社會教育資源的獨特存在。同時,民族形態(tài)文化符號同一個民族的文化傳承有本質(zhì)聯(lián)系。懂得了起源便懂得了本質(zhì),厘清這些少數(shù)民族的特征,挖掘其育人價值內(nèi)涵本質(zhì),讓民族文化形態(tài)符號在民族文化傳承中起到更大的作用。同時,西南地區(qū)民族形態(tài)文化符號在當(dāng)下統(tǒng)籌城鄉(xiāng)、均衡教育、新課程改革及國家相關(guān)教育政策法規(guī)的制定大背景下有著重要意義。最后,育人價值問題是教育思想中的核心問題。研究育人價值相關(guān)問題,應(yīng)是教育研究的基本課題。 基于上述五個方面的緣由,民族地區(qū)社會習(xí)俗文化符號的育人價值內(nèi)涵無疑是一個核心關(guān)鍵的問題。這進而吸引筆者對其進行深入研究。基于此,主要依托卡西爾的符號哲學(xué)、相關(guān)教育理論及列維·斯特勞斯的結(jié)構(gòu)主義理論,把民族特征鮮明的西部少數(shù)民族土家族作為本研究的民族對象,利用相關(guān)哲學(xué)理論內(nèi)容的合理性及方法論啟示,以土家族典型習(xí)俗文化符號——敬祖習(xí)俗為切入點,從內(nèi)涵上深入分析其育人價值,探究其對學(xué)校教育的啟示,得出相應(yīng)研究結(jié)論并提出相應(yīng)思考。 為了實現(xiàn)研究目的,筆者通過運用文獻法、田野考察法及解釋學(xué)方法等研究方法,從2006年9月至2011年2月,歷經(jīng)五年之五個階段的田野考察并進行相關(guān)研究及論文寫作。 論文共分六章。論文以偏巖土家族典型村寨為個案,首先對土家族文化符號地域生態(tài)系統(tǒng)及土家族敬祖習(xí)俗文化符號本體進行闡述。主體部分緊緊圍繞“社會習(xí)俗文化符號對社會成員如何體現(xiàn)育人價值并內(nèi)化給民族成員”這一追問為出發(fā)點,重點在第四章分析了上家族敬祖習(xí)俗的育人價值內(nèi)涵：首先在理論上從土家族敬祖習(xí)俗文化符號育人價值的個體原始發(fā)生及其價值現(xiàn)代發(fā)生進行了合理探究；而后融土家族敬祖習(xí)俗的育人價值內(nèi)涵于其中,以一個土家人出生到年老為個例加以分析,提出了土家族敬祖習(xí)俗在土家人成長經(jīng)歷中的四大類育人價值內(nèi)涵,即在土家成員兒童少年時代側(cè)重表現(xiàn)的“快樂環(huán)境育人內(nèi)涵”、青年時代側(cè)重表現(xiàn)的的“道德品行育人內(nèi)涵”、中年時代側(cè)重表現(xiàn)的“責(zé)任意識育人內(nèi)涵”、老年時代側(cè)重表現(xiàn)的“反思意識育人內(nèi)涵”,對每個階段的育人價值內(nèi)涵進行了有針對性的歸類闡釋并提出了自己的觀點,從價值發(fā)生學(xué)的角度研究看正是土家人自己創(chuàng)造了自己。 具體觀點體現(xiàn)如下：兒童少年時代的“快樂環(huán)境育人內(nèi)涵”之教育表演內(nèi)涵；儀禮育人內(nèi)涵。青年時代的“道德品行育人內(nèi)涵”之強烈的交流與向心力內(nèi)涵；制度約束內(nèi)涵；部分具備習(xí)慣法特征敬祖習(xí)俗的約束價值內(nèi)涵。中年時代的“責(zé)任意識育人內(nèi)涵”之藝術(shù)育人價值深化個體文化內(nèi)涵；豐富的文化場域育人價值內(nèi)涵。老年時代的“反思意識育人內(nèi)涵”之動態(tài)發(fā)展育人價值內(nèi)涵：圖騰符號育人價值內(nèi)涵。 論文第五章結(jié)合土家族敬祖習(xí)俗文化符號育人價值啟示,引出其對當(dāng)下學(xué)校教育,尤其是民族地區(qū)學(xué)校教育的啟示,以“反觀當(dāng)下學(xué)校教育,達到遷移研究之目的”。提出了土家族敬祖習(xí)俗這樣的民間習(xí)俗文化符號等非物質(zhì)文化遺產(chǎn)對于傳承民族文化傳統(tǒng)教育與學(xué)校教育合理可行的七點對接策略,即在意識方面,將民族教育放在重要地位：在機制方面,完善各級學(xué)校傳承非物質(zhì)文化遺產(chǎn)的機制；在途徑方面,相關(guān)政府部門及學(xué)校多途徑傳承民族文化；在措施方面,多種措施因地制宜傳承民俗文化；在切入點方面,以民族文化符號為突破口創(chuàng)建特色學(xué)校；在外部資源方面,通過資源共享、對口支援及民辦教育等方式尋求外圍改變；在科研促進方面,強調(diào)提升民族地區(qū)非物質(zhì)文化遺產(chǎn)研究水平以反哺社會促進教育。 同時,論文第六章結(jié)論部分認為當(dāng)下的教育研究落腳點還是學(xué)校教育并為之服務(wù)。教育是“內(nèi)生和諧”發(fā)展的教育、自在與自為有機結(jié)合的教育,教育的理想便是實現(xiàn)自由的教育。相關(guān)教育實踐、民族地區(qū)教育政策法規(guī)的修訂或制定及教育研究亦應(yīng)該以此為旨歸。以下幾點應(yīng)該是教育所追求的：首先,要在學(xué)校教育中讓受教育者快樂學(xué)習(xí)。其次,提高民族地區(qū)教育水平的手段不僅僅通過學(xué)校教育,應(yīng)站在全局的高度看待這一問題,應(yīng)該注意民族地區(qū)的所處的大教育環(huán)境的改善,比如提高民族地區(qū)的經(jīng)濟基礎(chǔ)、教育意識及改進相關(guān)教育體制等。同時,認為應(yīng)有選擇的讓好的教育內(nèi)容進入學(xué)校,讓學(xué)生個性人格得以積極全面和諧發(fā)展。 最后指出：學(xué)校教育宜從學(xué)生的文化存在出發(fā)構(gòu)建良性的教育生態(tài)環(huán)境；學(xué)校教育理念可從符號哲學(xué)出發(fā)歸于文化符號域哲學(xué),重視人的文化符號的系統(tǒng)性、層級性與人的整體性；從人與土家族敬祖習(xí)俗關(guān)系的角度對西南民族地區(qū)教育的科學(xué)發(fā)展提出建議,強調(diào)應(yīng)促進受教育者個體或民族集體內(nèi)部的內(nèi)生發(fā)展及與外部環(huán)境的和諧發(fā)展；關(guān)注重視民族地區(qū)良性且合理的像土家族敬祖習(xí)俗文化符號這樣的民族地區(qū)非物質(zhì)文化符號的育人價值,從以自我價值實現(xiàn)為核心的角度制定或修訂相關(guān)民族地區(qū)教育政策法規(guī)。
[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.

【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2011
【分類號】：B933;G759.2

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