摘要
"教育回归生活世界"是当前我国教育界一个非常时髦的概念。"回归生活世界"这一哲学上的主张源自胡塞尔,胡塞尔将人们对客观世界的认识与"主观性成就"联系起来,强调主观的意义和价值,因而任何从"客观"的、外在的角度为教育拟定的"回归"路径,其实与胡塞尔的"生活世界"理论相违背。杜威提出的"教育即生活"的思想,并不是主张在日常生活当中进行教育,日常生活世界并不能取代制度化的教育生活世界。因此,教育活动不能扔掉知识纯讲"回归",也不能抛弃制度化的学校教育并用生活来代替课堂,而应该在肯定知识的基础性、客观性价值的同时,吸取胡塞尔和杜威"生活世界"理论的精华,将客观知识和学生的主观感受联系起来,将抽象的知识和现实生活世界之间的关系联系起来,共同予以关注和考虑,从而实现对生活世界的"超越"。
"Return to Life-world"is a popular term in the present pedagogic area. It was firstly put forward by Husserl, who states that human views of objective world should be related to their subjective achievement, emphasizing subjective meaning and value. Therefore, those paths from the objective and outer perspective actually do not comply with Husserl's life-world. Dewey's view that education is life itself is usually misunderstood in that his focus in education is not daily life, and he didn't think his education view can be implemented in real life, either. Therefore, teaching practice should not just "return to life-world" without imparting knowledge, and institutionalized schooling cannot be taken place by "life". Students' subjective world should be related to the objective world, so that the surpassing over the life-world can be realized.
出处
《现代远程教育研究》
CSSCI
2015年第3期19-26,64,共9页
Modern Distance Education Research
基金
厦门大学哲学社会科学繁荣计划(2011-2021年)
关键词
教育思想
回归生活世界
超越生活世界
胡塞尔
杜威
理念辨析
Pedagogical Concept
Returning to Life-World
Surpassing Life-World
Husserl
Dewey
Concept Analysis
