哲学解释学教育学三题

笛卡尔认识论把理解当作心理和智力过程,哲学解释学理解观认为理解是人类存在本身的基本规定,二者的分野是哲学解释学教育学得以推论的依据。哲学解释学教育学涉及教育目的、教育对话、权威-反思-解放、学习和教育理论-实践关系等范畴。哲学解释学的“居间”精神对讨论如何为哲学解释学教育学定住问题具有一定的指导意义。     

论当代解释学观照下教育情境的特征

本文谓之的当代解释学是哲学解释学和批判解释学。当代解释学是反科学主义的产物，科学主义的系列范畴自然也在其反对中，如科学世界、支配、科层、霸权等。以此为观照，教育情境应具有三个特征：兼顾师生生活世界、充满信任、团结和主体间一致。     

理解与对话：哲学解释学视域下师生关系的重构

师生关系是教育理论中的一个核心问题,哲学解释学视域下的师生观试图突破传统二元对立和双主体悖论的格局,在理解和对话的基础上构建一种新型师生关系。作为哲学解释学的中心话语,理解和对话为重构师生关系提供了崭新的视角,便于深入剖析师生关系的本质。     

论语言教育哲学的构建

20世纪的语言哲学包括分析哲学和现象学—存在论—解释学两个传统的语言哲学理论。语言哲学、教育哲学、语言教学的发展与融会必将产生语言教育哲学这门新的边缘学科。分析哲学理论、现象学—存在论—解释学哲学传统中的哲学理念对语言教育具有重要的指导意义。语言教学,尤其是母语教育必须引进当代哲学理论改造原有的教学理念,重新认识原有的方法。构建语言教育哲学是必要的。     

论哲学解释学对思想政治教育的适切度

哲学解释学所揭示的理解活动得以可能的前提条件,以及它所强调的理解的主体性、历史性、时间性和应用性等问题,对于思想政治教育具有启发和借鉴意义。本文着重阐释哲学解释学对于思想政治教育的契合程度和适切价值,为在思想政治教育理论研究和具体实践中合理运用哲学解释学的相关理论方法提出建议,以便深化理解和认识思想政治教育的前提基础,从而优化教育实效,实现思想政治教育的可持续发展。     

哲学解释学观照下的教育对话的特征

哲学解释学与教育对话有着内在的契合,哲学解释学关于理解与对话问题的诠释和对人的生存、意义的关注对于回答“教育对话是什么”提供了一个独特的研究向度。从哲学解释学的视角审视教育场域中的各种对话关系,在本体论的层面上透析教育对话的深层内涵,即主体性对话、理解型对话和反思性对话。从本体论角度考察教育对话,以解释学的思维观照教育对话成为教育研究的一种必然选择。     

我国教育哲学研究新进展

问题与方法是教育哲学的“灵魂”。近10年来,我国教育哲学研究出现的新问题主要有:教育哲学的存在价值、教育价值论、理解与教育、人生与教育;在方法论上主要体现在以哲学现象学和解释学为指导,对教育哲学研究方法论的影响和渗透,以及其理论对教育学、教育哲学理论的具体指导;在新方法的运用上,较具代表性的是分析教育哲学的方法。     

哲学解释学视角下的思想政治教育“接受观”反思

思想政治教育接受本质上是一种对具有意识形态属性的思想文化客体的深刻理解和领悟活动,这与哲学解释学有着内在的契合。利用哲学解释学的基本观点反思思想政治教育的接受目的、接受条件、接受影响因素和接受效果,能够激发思想政治教育接受研究中的"问题"意识,使我们从哲学的思维层面为思想政治教育接受研究澄清前提。     

我国教育哲学研究新进展

问题与方法是教育哲学的“灵魂”。近十年来,我国教育哲学研究出现的新问题主要有:诸如教育哲学的存在价值、教育价值论、理解与教育、人生与教育;在方法论上的新主要包括:现象学和解释学的影响;在新方法上,较具代表性的是分析的方法。     

作为理解对象存在的课程内容研究

以解释学为理论基础展开对课程内容的研究,尽管解释学与教育的联系源远流长,在古希腊时期就已存在了,但是鲜有从解释学的角度来理解课程内容的研究。传统解释学认为对课程内容的理解就是对课程设计者用意及目的的复制和再现;而哲学解释学则认为,课程内容作为理解的对象处于不断的解释和发展中,理解的本质是创造,课程内容要不断创新、与时俱进。     

论教育诠释学的研究向度

教育诠释学源于人文社会科学的诠释学 ,存在着几种研究向度 :强调严格传授知识的传统诠释学取向 ;强调师生主体诠释和理解的本体论意义上的哲学诠释学取向 ;注重反思批判的社会批判取向 ;走向极端和教育意义的不确定性的激进诠释学取向。它们在教育目的、课程观、师生观及方法观等方面看法不一 ,各有其合理的适用范围和局限性。     

Pedagogic Hermeneutic Orientations in the Teaching of Jewish Texts

In this study, twelve expert teachers of Jewish Thought in Israeli high schools were observed and interviewed, in order to examine their ideas regarding the proper way to approach and teach Jewish canonical texts. Using qualitative analysis, I identified a central component of these teachers' Pedagogic Content Knowledge and named it their Pedagogic Hermeneutic Orientation (PHO). A teacher's PHO consists of his or her knowledge and beliefs about the way texts should be interpreted in class and about the roles of the teacher and the students in this process. Five different PHOs are described in the article to demonstrate the nature of teachers' orientations. I suggest that instruction and professional development of teachers should be constructed to support teachers in developing a thoughtful PHO. Developing this kind of professional discourse can facilitate the development of common concepts and criteria even if flexible and open to discussion—regarding acceptable practices for instruction of Jewish texts in high schools.     

走进学生的生活

引导学生在学校教育中认识生活、学习生活,是班主任工作的要求,也是社会发展的需要。班主任要学会改变,改变传统角色定位,转换角色意识,与学生在生活教育中形成价值认同;还要学会等待,在宽容、鼓励、信任中,走进学生的生活。只有走进学生生活的教育,才是真正的教育。起点是爱。     

论教育学的智慧

教育学是一门与其他学科不同的爱智之学。教育学关注的是教师和学生这一特定群体的生命状态,关注的是师生在教育生活中显现的教育智慧,即如何促使他人和自我生命成长与发展的智慧。教育学智慧不同于教育智慧,教育学的智慧就是关于“教育的智慧”的智慧,是把生命·实践的“教育智慧”作为热爱、追究、拷问、批判和反思的对象。教育学智慧的本质是对生命·实践的教育智慧的反思和系统化。教育学的智慧产生了特有的力量,表现为理解力、反思力、想象力、转化力、创造力等。教育学的智慧来源于理论与实践的双向互动双向建构,来自于“置身式的爱”这样一种对待生命的态度,来自于对教育生活经验与细节的敏感与体悟。从根本上说,教育学的智慧是人类智慧的故乡之所在。     

高师教育学教学中的困惑及探索

高师教育学课的教学中有种种困惑，必须分析产生这些困惑的原因，对高师教育学重新定位，即在重视教育基本理论，现代教育理念学习的同时，加强实用性，操作性内容的教学，走基础理论与实用，操作相结合之路。     

Being in Authority,Being an Authority: Disrupting students'/teachers' practices in literacy education

This is the second case study situated within my teaching of two undergraduate courses in the college of education of a large American university. It interrogates social forms that construct pedagogic and literate authority relations between preservice English education students and their teachers. It illustrates how teachers and students can negotiate engagement in critical literacy practice by constructing instructional circumstances that allow preservice teachers to question the kinds of practices that thwart the various aims of critical literacy and pedagogy. This study narrates a "critical incident" as a form of "practice-as-inquiry research", using field-notes, tape recordings, and interviews to describe four moments within the span of an activity that takes its historical antecedent in the work of I.A. Richards. The interpretation and analysis is informed by Pierre Bourdieu's reflexive sociology. The paper argues that teachers' disciplinary and pedagogical knowledge should not be undervalued or denied because with this knowledge comes an ethical responsibility to shape educative experiences for students that open them up to reflection and critique.     

试论高职幸福教育

幸福是教育的根本旨趣和最高追求。高职教育应克服功利性、工具性的弊端,实施幸福教育,培养身心和谐发展的"人",让教育过程成为教师享受教育的幸福、学生体验教育的幸福的过程,提高师生幸福感,为师生的幸福人生奠基。     

Gender and Education: public policy and pedagogic practice

This paper serves two purposes. The first is an examination of a public policy, the Queensland Department of Education's Equal Opportunity Policy for Girls and Boys (1981) and the Implementation Guidelines (1988) for that policy within the context of the pedagogical practices of one secondary school. The second purpose is to answer a criticism often levelled at structural theories of education. This criticism centres around the inability of structural theories to account for the real life experiences of teachers and students. Bernstein's (1986) theory of Pedagogic Discourse and Fernandes’ (1988) work on Resistance theory are applied to three levels of educational practice; public policy, school practices and the everyday experiences of a group of female students. Through this analysis, movement towards a more satisfactory explanation of the intersection of gender and education is made.     

Framing of transitional pedagogic practices in the sciences: enabling access

Educational literature shows that students from working-class backgrounds are significantly less likely to persist to completion in higher education than middle-class students. This paper draws theoretically and analytically on Bernstein’s ([1990. Class, Codes and Control, Volume IV: The Structuring of Pedagogic Discourse. London: Routledge; 2000. Pedagogy, Symbolic Control, and Identity: Theory, Research, Critique. Lanham: Rowman and Littlefield]) thesis that, through differential framing of pedagogic practices, the curriculum has capacity to accommodate all groups of students. Pedagogic practices in both a science foundation course and four first-year mainstream science courses in a higher education institution in the South African context are examined. Whilst the foundation course exhibits modalities that generally favour access, the mainstream courses have some modalities that appear to be constraining. It is argued from a social justice perspective that holistic curriculum transformations that better enable epistemic transitions are an urgent imperative, and that consideration of differential framing of pedagogic modalities offer a close-up empirical means of conceptualising such reforms.