| 敏感的教育学 |
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| 引用本文： | 张桂.敏感的教育学[J].江西教育科研,2010(9):8-11. |
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| 作者姓名： | 张桂 |
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| 作者单位： | 南京师范大学,江苏南京,210097 |
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| 摘 要： | 通过列维纳斯对敏感的现象学分析,可以发现敏感的伦理本性。作为自我对他人的一种回应与责任,敏感是教育问题产生的源头。教育学需要回到敏感作为自身的源头,才能找到自身的根基。敏感的教育学,不单是一种学问的形式,更是走近他人,对他人、对真理负责的一种回应。在这个意义上,敏感的教育学统领着目前教育学中的应然研究、实然研究、实践研究。
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| 关 键 词： | 敏感 为他人的自我 敏感的教育学 |
Sensibility in Pedagogy |
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| Zhang Gui.Sensibility in Pedagogy[J].Jiangxi Educational Research,2010(9):8-11. |
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| Authors: | Zhang Gui |
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| Institution: | Zhang Gui(Research Institute of Moral Education,Nanjing Normal University,Nanjing,Jiangsu 210097) |
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| Abstract: | Through the phenomenological analysis of sensibility,its ethical nature can be found.Sensibility,as one＇s response and responsibility for the other,is the origin of educational problem.Pedagogy itself needs to take sensibility as its origin so as to find its foundation.Pedagogy of sensibility is not only a form of knowledge,but also a response to going to others and being responsible to others and truth.In this sense,pedagogy of sensibility takes charge of normative research,empirical research,and practical research. |
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| Keywords: | Sensibility the-one-for-the-other Sensibility in Pedagogy |
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