学校生活中儿童闲暇的自由失度与重构

学校是由教学生活和闲暇生活共同构成的特殊“栖居方式”.自由性是闲暇的本质属性,它对于学校生活中儿童的整全成长具有重要意义,包括使儿童发展在多种可能中更加充分和完整,激发和培养儿童自我意识以及帮助儿童“补充能量”,提高学校生活幸福感.当前,学校生活中儿童的闲暇自由在环境与制度“共同裹胁”的结构性掣肘中出现失度,具体表现为“工业思维”下闲暇意识的自由失语,“规训与惩戒”下闲暇时空的自由失范以及“释放的干涉”下闲暇方式的自由失位.根据以赛亚·伯林的自由观,闲暇的自由意蕴应从两个维度重构:积极意义上主体解放的自由向度,包括闲暇观、儿童观和教育观的转变;消极意义上环境解放的自由限度,包括在劳动与享乐的张力间构建边界与边界意识.

The Anomie and Re-construction of Freedom of Children's Leisure in School Life

School life is a special“inhabitation manner”which is composed of teaching life and leisure life.Freedom is the essential attribute of leisure education and is of great significance to the overall growth of children in school life,including making children's development full and complete in many possibilities,stimulating and cultivating children's self-awareness and helping children to supplement energy and improve the sense of happiness in school life.At present,the leisure freedom of children in school lefe loses its standard in the structural constricts caused by the environment and the system,which specifically is freedom loss of the leisure sense under the“industrial thinking”.the freedom loss of leisure time and space under the concept of“surveilier et punir”.and the freedom of loss under the concept of“interference in release”.According to Isaiah Berlin's concept of freedom,the freedom reconstruction of leisure should develop from two dimensions as follows:on the one hand,the change of the freedom pursuit of subject liberation in the positive sense,including the idea of leisure,the idea of children and the idea of education;on the other hand,the freedom limit of environmental liberation in the negative sense,including tire construction of borders and bonier consciousness in the tension between labor and pleasure.