朝向他在性:研究生导学关系反思与重构
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摘要
研究生导学关系实质上是最基本的师生之间的教育关系。在主体性和主体间性教育哲学的指导下,研究生与导师之间的教育关系陷入绝对的平等价值交换的困境,由此他在性教育哲学应运而生。在他在性教育哲学的指导下,研究生导学关系是一种非对称性的伦理关系,强调师生之间平等且互相尊重的地位,且导师应对学生负无限责任。由此,重构研究生导学关系应以师生尊重为前提和基础,积极转变对研究生导学关系性质的认识,努力追求研究生导学关系上升为非对称伦理关系的理想状态,并最终体现在导师对学生的无限责任中。
The relationship between supervisors and postgraduate students is essentially the most basic education relationship. Under the guidance of subjectivity and inter-subjective education philosophy, the education relationship between supervisor and postgraduates falls into the dilemma and thus the education philosophy of otherness emerges as the times requires. With the education philosophy of otherness, the supervisor and postgraduate student relationship presents an asymmetry, emphasizing the equality and mutual respect and the unlimited responsibility of supervisors for their students. Therefore, the reconstruction of the supervisor and postgraduate student relationship should be based on the premise and foundation of mutual respect, actively change the understanding of the nature of their relationship, strive to pursue the relationship to the ideal state of an asymmetric ethical relationship, which should be ultimately reflected in the supervisors' infinite responsibility for their students.
The relationship between supervisors and postgraduate students is essentially the most basic education relationship. Under the guidance of subjectivity and inter-subjective education philosophy, the education relationship between supervisor and postgraduates falls into the dilemma and thus the education philosophy of otherness emerges as the times requires. With the education philosophy of otherness, the supervisor and postgraduate student relationship presents an asymmetry, emphasizing the equality and mutual respect and the unlimited responsibility of supervisors for their students. Therefore, the reconstruction of the supervisor and postgraduate student relationship should be based on the premise and foundation of mutual respect, actively change the understanding of the nature of their relationship, strive to pursue the relationship to the ideal state of an asymmetric ethical relationship, which should be ultimately reflected in the supervisors' infinite responsibility for their students.
引文
[1]吴珍珠,郑雪.西方当代教育哲学的主体间性及其价值理性构建[J].新疆社会科学,2015(4):1.
[2]李育球.主体性教育的三重性:主体性·主体间性·他者性——后形而上学主体性教育内涵的探索[J].教育理论与实践,2010(4):3.
[3]刘要悟,柴楠.从主体性、主体间性到他者性——教学交往的范式转型[J].教育研究,2015(2):103.
[4]郑富兴.列维纳斯的他者伦理学与现代学校道德教育[J].外国教育研究,2010(3):70.
[5]吴先伍.反思与重构——他者伦理视野中的师生关系[J].江苏高教,2014(4):21.
[6][法]埃马纽埃尔·勒维纳斯.塔木德四讲[M].关宝艳,译.北京:商务印书馆,2002:121.
[7]柴楠.自我的他者属性:他者对师生交往主体的构成性分析[J].当代教育科学,2016(3):10.
[8]杨大春,等.列维纳斯的世纪或他者的命运:“杭州列维纳斯国际学术研讨会”论文集[C].北京:中国人民大学出版社,2008.
[9][日]港道隆.列维纳斯:法外的思想[M].张杰,李勇华,译.石家庄:河北教育出版社,2002:223.
[10]冯建军.从主体间性、他者性到公共性——兼论教育中的主体间关系[J].南京社会科学,2016(9):127.
①2017年12月26日,西安某高校一名博士研究生因不堪导师奴役自杀身亡,报道称其导师将他的个人时间几乎全部榨干,包括帮导师打扫家里卫生、擦车洗车、出去应酬……最后该生因无法承受这样的压榨而选择自杀;2018年3月26日,武汉某高校一名研究生因不堪忍受导师长期的精神压迫跳楼身亡。报道称该生由于在读书期间被迫叫导师“爸爸”、给导师买饭打扫卫生、被导师阻止深造等原因,最终“实在受不了了”,选择了自杀。
[2]李育球.主体性教育的三重性:主体性·主体间性·他者性——后形而上学主体性教育内涵的探索[J].教育理论与实践,2010(4):3.
[3]刘要悟,柴楠.从主体性、主体间性到他者性——教学交往的范式转型[J].教育研究,2015(2):103.
[4]郑富兴.列维纳斯的他者伦理学与现代学校道德教育[J].外国教育研究,2010(3):70.
[5]吴先伍.反思与重构——他者伦理视野中的师生关系[J].江苏高教,2014(4):21.
[6][法]埃马纽埃尔·勒维纳斯.塔木德四讲[M].关宝艳,译.北京:商务印书馆,2002:121.
[7]柴楠.自我的他者属性:他者对师生交往主体的构成性分析[J].当代教育科学,2016(3):10.
[8]杨大春,等.列维纳斯的世纪或他者的命运:“杭州列维纳斯国际学术研讨会”论文集[C].北京:中国人民大学出版社,2008.
[9][日]港道隆.列维纳斯:法外的思想[M].张杰,李勇华,译.石家庄:河北教育出版社,2002:223.
[10]冯建军.从主体间性、他者性到公共性——兼论教育中的主体间关系[J].南京社会科学,2016(9):127.
①2017年12月26日,西安某高校一名博士研究生因不堪导师奴役自杀身亡,报道称其导师将他的个人时间几乎全部榨干,包括帮导师打扫家里卫生、擦车洗车、出去应酬……最后该生因无法承受这样的压榨而选择自杀;2018年3月26日,武汉某高校一名研究生因不堪忍受导师长期的精神压迫跳楼身亡。报道称该生由于在读书期间被迫叫导师“爸爸”、给导师买饭打扫卫生、被导师阻止深造等原因,最终“实在受不了了”,选择了自杀。