摘要
“学习”作为范畴概念所指称的人类活动是统摄性的实践,而不是具体的行为。学习科学对学习实践的技术化解释不能解释学习与人的精神处境、精神变革、心灵情动的关系,无法反映学习实践的丰富性、多样性、事件性、涌现性,导致学生学习的程式化、机械化、物化、操控化的理解。学习实践具有意向性、反思性、在场性、创生性等构成性要件,是为了存在、热爱存在、在参与存在中进行的存在性行动。学习实践把学习者的精神带入持续的反身建构状态,是精神存在与精神生成的统一,学习实践实现学生的精神个体化,扎根于对世界和精神的关怀,学习者通过学习实践而成为关怀世界、参与存在、与万物共在、共育、共荣的存在者。存在性的学习实践与万物共存、共通、共鸣、协作,一起化育人类的个体与整体。
The human activity referred by“learning”as a category concept is a comprehensive practice rather than some certain behaviors.Learning practice has constitutive elements such as intentionality,reflection,presence and creation.It is an existential action and it is the way to participate in existence.Learning practice brings the learner’s spirituality into a continuous reflexive construction state,which is the unity of existence and becoming.Learning practice realize the transformation and individualization of the spirituality.Learning practices are rooted in caring for the world and the spirituality.Through learning practice,learners become beings who care about the world,participate in existence in coexisting,resonating,cooperating and prospering with all things,and therefore it cultivates the individual and human being together.
作者
金生鈜
JIN Sheng-hong(School of Education,Suzhou University of Science&Technology,Suzhou 215009,China)
出处
《高等教育研究》
CSSCI
北大核心
2022年第10期8-21,共14页
Journal of Higher Education
关键词
学习实践
精神个体化
存在性学习
学习哲学
learning practice
individualization of the spirituality
existential learning
philosophy of learning
