日常生活中的教育现象分析
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摘要
非本体论的教育认识整体上是现象的,却也是把握教育本体的经验基础。如果我们承认从现象到本质的认识路径仍然有价值,那么,把思维从抽象的概念转向实际的教育现象,对于教育本体认识来说就是一种明智的选择。客观而言,学校教育现象已经被人们充分关注,因而对日常生活中的教育现象进行学术性的审视便显得尤为必要。如此,或可推动我们在"面向事情本身"现象学原则下,获得本体论方法无法获得的教育信息。由于日常生活的丰富与复杂,我们选择劳动过程、家庭生活和公共空间作为视点,对个人相关的教育记忆进行组织,以使有利于深化教育本体认识的教育现象资源有效呈现。
Non-ontological educational cognition is phenomenal on the whole,but it is also the empirical basis for grasping the noumenon of education. If we admit that the approach from phenomenon to essence is still valuable,then it is a wise choice for the discovery of the noumenon of education to change the thinking from abstract concept to actual educational phenomenon. Objectively speaking,the phenomenon of school education has been fully concerned by people,so it is particularly necessary to have an academic review of the phenomenon of education in daily life. In this way,we may be able to obtain educational information that cannot be obtained by ontological methods under the phenomenological principle of "facing the thing itself". Due to the richness and complexity of daily life,we choose the labor process,family life and public space as the viewpoints to organize the educational memory related to individuals,so as to effectively present the educational phenomenon resources,which is conducive to deepening the ontological understanding of education.
Non-ontological educational cognition is phenomenal on the whole,but it is also the empirical basis for grasping the noumenon of education. If we admit that the approach from phenomenon to essence is still valuable,then it is a wise choice for the discovery of the noumenon of education to change the thinking from abstract concept to actual educational phenomenon. Objectively speaking,the phenomenon of school education has been fully concerned by people,so it is particularly necessary to have an academic review of the phenomenon of education in daily life. In this way,we may be able to obtain educational information that cannot be obtained by ontological methods under the phenomenological principle of "facing the thing itself". Due to the richness and complexity of daily life,we choose the labor process,family life and public space as the viewpoints to organize the educational memory related to individuals,so as to effectively present the educational phenomenon resources,which is conducive to deepening the ontological understanding of education.
引文
[1]本刊记者.开拓文化哲学的新领地:日常生活批判[J].哲学动态,1995(1):1-4.
[2]R·弗里曼·伯茨.西方教育文化史[M].王凤玉,译.济南:山东教育出版社,2013.
[3]张志学.家庭系统理论的发展与现状[J].心理学探新,1991(1):31-34.
[4]哈贝马斯.公共空间与政治公共领域[J].哲学动态,2009(6):6-10.
[5]崔祥民,郭春.非正式学习理论与创新型人才开发[J].武汉工程大学学报,2009(6):9-11.
[2]R·弗里曼·伯茨.西方教育文化史[M].王凤玉,译.济南:山东教育出版社,2013.
[3]张志学.家庭系统理论的发展与现状[J].心理学探新,1991(1):31-34.
[4]哈贝马斯.公共空间与政治公共领域[J].哲学动态,2009(6):6-10.
[5]崔祥民,郭春.非正式学习理论与创新型人才开发[J].武汉工程大学学报,2009(6):9-11.