出于事件哲学的主体教育

现今，主体教育研究需要转向事件哲学视域，重识主体教育的“危”“机”。在事件哲学中，主体是以弱的、开放的和有风险的方式被重识为“分裂的主体”“缺失的主体”“空的主体”；相应地，主体教育“朝向事件本身”，揭示教育在绝对的差异、否定、缝隙关系中呈现事件，以独一的、机缘的和行动的方式，让“新来者”“入场”到多元、异质的可能世界。主体出于事件的“美丽风险”，追寻“不可能中的可能”，处于产生和逃避“死亡驱力”的矛盾中，需要不断地介入、命名、调研和力迫。主体教育强调教育主体从本质的、封闭的、同质的关系中解放出来，确立其存在的优先性，保持开放、包容，并在求异创新中，呈现政治主体、艺术主体、爱的主体、科学主体等多元主体。总之，只有在出于事件的行动及其义不容辞的责任中，主体教育能发挥积极的影响。

Subjects Education Based on Event Philosophy

Nowadays, studies on subjects education need to recognize its “challenges” and “opportunities”from the perspective of event philosophy in which subject is recognized as being split, missing and empty in a weak, open and risky way. Accordingly, subject education faces the event itself, revealing that education presents events in the relations of absolute difference, negation and gap, and allows “newcomers” to “enter” into a pluralistic and heterogeneous possible world in a unique, opportunistic and acting manner. A subject pursues the “impossible possibility”out of “the beautiful risk” of events in the contradiction of generating and avoiding the “death drive”, and needs to be constantly involved, named, investigated and forced. Subject education emphasizes that the subject is liberated from the essential, closed and homogeneous relationships to establish the priority of its existence, openness and inclusiveness as multiple subjectivities in politics, arts, love and science in the process of seeking differentiation and innovation. Only in the action of events and its bounden duties can the subject education play a positive role.