基于解释学哲学的关于“理解”的教育主张与思考

解释学哲学学派林立,有关"理解"的认识观点纷呈、百家争鸣。施莱尔马赫、狄尔泰、海德格尔、伽达默尔、利科尔、贝蒂、赫希等关于"理解"有各自的思想认识。受哲学中有关理解认识的影响,教育界提出了理解中的意义是生成的、非移植的,理解不是一次完成的,主体理解方式、程度是多样性的,理解是带有个人建构性等主张的。关注哲学思想发展动态,应用哲学思想对教育问题做哲学思考,是提升教育学术性的一个重要渠道,但沿着治学之道前进,应注意做到"教育"与"哲学"的融合,而且基于哲学高度,在宏观层面上研究教育中的"理解"问题,并不是直接给教育实践提供理解的技艺,而是提供指引教育实践前行的教育理念。

Educational Views on Comprehension from the Perspective of Hermeneutic Philosophy and Some Thinking

There are many schools in Hermeneutics Philosophy, and each of them has its own theory of comprehension. F. Schleimacher, Dilthey, M. Heidegger, H. G. Gadamer, P. Ricoeur, E. Betti and Hirsch also have their individual understanding respectively. Influenced by philosophy, it is held in the educational field that the meaning of understanding is generative and intransplantable, and people can't understand the meaning at one time. Because of the differences of method and degree of different subjects, the proposition of comprehension always has different characters. It's one of the best ways to promote the academic nature of education to pay attention to the development of philosophy and to use philosophy to analyze the problems in the educational field. Wha's more, we should combine education and philosophy and study the comprehension in the educational field at the macroscopic level. What we need to provide is not the skills to understand the meaning of comprehension but the educational ideas to guide the educational practice.