摘要
“教育者是谁”的问题导向对教育者本质的追问。教育者由其灵魂及其美德所标志。灵魂意指人之为人的本质形式,是人的精神生成的现实性。“灵魂”概念蕴含人之为人的理性、意志、情感、行动、技艺等精神特质及其建构方式。教育者的“灵魂”概念不同于“素养”“专业技能”等概念,它赋予“教育者”人学意义,是从人的内在性品质而指称教育者。教育者的灵魂由自身的教育美德所表征。教育者的理智美德、情感美德、伦理美德、技艺美德四个部分构成相互协同的美德整体,既表现了灵魂品质的卓越,又是教育行动实现善好的构成性条件。教育美德通过教育者的主体化实践而实现。主体化实践是诗性的、艺术化的,具有美学、伦理的意蕴,是教育者自觉地把自我塑造为卓越的教育主体的过程。
The Question on“who is the educator”leads to the inquiry about the essence of being an educator.The educator is defined and identified by the soul and virtues of doing education.The soul indicates the essential form of man as human being and the true reality of the becoming of human spirit.The concept“soul”implies the spiritual constitution in the integration of the reason,will,emotion,action,capacities and so on.Not same with the concepts such as“key competences”,“professional skills”,souls symbols educator as a person who has immanence and inherent character which is constituted with educational virtues.For the educator,the intellectual,moral,affective,accomplishment virtues cooperates each other and integrates as whole of educational character which is the symbol of the greatness and excellence of both the soul of the educator and the performed education actions.Educational virtues get improved through subjectivation praxis which is poetic,artistic process to build and cultivate the educator's excellent subjectivity in aesthetic and ethic sense.
出处
《现代教育论丛》
2021年第1期21-37,共17页
Modern Education Review
基金
国家社会科学基金“十三五”规划课题(BIA20163)的研究成果之一。
关键词
教育者
心灵
精神
诗性
主体化
教育美德
the educator
souls
spirits
poetics
educational virtues
