摘要
教师与哲学家具有同一性:他们的哲学思考是"我"的思考,而不是"他"的哲学思想的复述;他们的思考对象是现实问题而不是作为理解现实问题的哲学理论;他们思考的工具是与现实问题相关的生活语言而不是哲学术语。教师与哲学家的差别仅仅在于:哲学家形成了自己独特的哲学思想与相应的理论成果。教师与哲学家的界限更多地是人为的,其本质是一个现代性问题,其后果是教师丧失了哲学思考的习惯与能力,阻断了教师通向哲学家的可能。为此,教师应具有哲学的自觉,对教育实践生活充满热忱,对他人的思考具有宽容的心态。即可以通过一种平民的、个体的、实践的、反思的自由思想与自我意识,形成自己独特的哲学智慧,从而使自己通向哲学家成为可能。
Teachers are philosophers, can form their own unique philosophical thought. Both losophers, their teaching thinking is their own philosophy research rather than repeating others＂ points that they think isn＇t only theory but reality problems. The tool that they think isnt academic teachers and phitheory. The core terms of philosophy but life language. The separation between teachers and philosophers is an artificial and modem cultural issue, its nature is that teachers are lacking of philosophy life. So, teachers should have a self - awareness and self - reliance on philosophy, and be full of enthusiasm for educational practice, and have the respect, criticism and tolerance for the knowledge of philosophy and its history.
出处
《大学教育科学》
CSSCI
2010年第1期55-60,共6页
University Education Science
关键词
教师
哲学家
教育生活
教育话语
teacher
philosopher
educational life
educational discourse
