摘要
"人是目的"是教育人学的根本法则,但受科学主义的影响,教育中只有"抽象的教育对象"而没有具体的人。教育现象学让我们"看到"了人,"看到"了具体的人。具体人是生活在鲜活生活世界中的人,是具有独特个性的人,是具体情境下具有独特体验的人。智慧人是教育现象学塑造具体的人的终极追求,智慧人的生成需要机智的教师引导,需要境遇性地成长,需要规范性的影响。
The fundamental principle of human theory is ＂the person is the purpose＂. However, under the control of seientism, there is only the abstract educated object but not the concrete person. In the phenomenologieal pedagogy we can see ＂person＂ who is the concrete person. The concrete person lives in the real world who has the unique character, and has unique experience in the particular cultivating the concrete person in the phenomenological circumstances. The wise person is the ultimate pursuit of pedagogy. To shape the wise person, the guidance of wise teachers, the environmental development, and the normative influence are required.
出处
《教育理论与实践》
北大核心
2010年第5期3-6,共4页
Theory and Practice of Education
关键词
教育现象学
具体的人
智慧的人
phenomenological pedagogy
the concrete person
the wise person
