摘要
工具性教育激励内在于教育者与受教育者的工具性关系之中。在横向分层的教育生态中,关怀式批评逻辑性地代表了工具性激励的内核特征。关怀式批评有一定积极价值,但也容易导致“不准确、不服气、污名化、同构化”等问题。正向教育激励是对工具性教育激励的反思与超越。正向教育激励以共在性审美为内核,通过发现并审美被教育者的优点和独特品质,实现教育者与受教育者的相依性成长。正向教育激励内在地具有对激励主体自身存在缺点独特的审思机制和改进机制。优化正向教育激励实践方式需要从诚心正意地审美受教育者、饱含深情地审美受教育者、在具体作品中审美受教育者三个方面着手。
The instrumental education encouragement lies in the instrumental relationship between educators and educatees.In the educational ecology of horizontal stratification,“caring criticism”logically constitutes its core feature.“Caring criticism”has some positive value,but causing such inaccurate,unconvinced,stigmatized and isomorphic problems.Positive education encouragement is the reflection and transcendence of instrumental education encouragement.It takes the symbiotic aesthetics as the core,and realizes the dependent growth by discovering and appreciating the advantages and unique qualities of the educatees.It has its own unique mechanism of thinking and improvement.In order to optimize the practice,it should start from such three aspects as sincerely praising the educatees,deeply praising the educatees,and praising the educatees in specific works.
作者
邵泽斌
SHAO Ze-bin(School of Education Science,Nanjing Normal University,Nanjing210097,China)
出处
《高等教育研究》
CSSCI
北大核心
2020年第4期76-83,共8页
Journal of Higher Education
基金
教育部人文社会科学研究规划基金项目(17YJA880061)。
关键词
正向教育
教育激励
共在性审美
相依性成长
positive education
educational encouragement
symbiotic aesthetics
dependent growth
