摘要
承认问题是社会哲学领域中的重要问题。与社会哲学领域中强调通过他者的承认来获得自我意识不同,列维纳斯的他者伦理表达了一种被动的“非对称性承认”关系,其本质是无条件地接纳与尊重他人。在教育中,我们诉求承认的最终目的是实现一种差异性共存的有尊严的教育生活。然而,教育交往中出现的承认关系的异化现象从根本上消解了人的异质性,教育关系逐渐趋向同一化。借助列维纳斯的他者伦理,一种无条件“为他”的“非对称性承认”能够最大限度地维护人的尊严。在这个意义上,教育关系理应走向“为他”的承认关系,通过激发教育主体原初“为他”的伦理价值,创设一种“非对称性承认”的对话空间,在“为他”负责的伦理关系中,走向有尊严的教育生活。
Recognition is an important issue in the field of social philosophy.Different from the field of social philosophy,which emphasizes self-awareness through the recognition of others,Levinas’ethics of the other expresses a passive asymmetrical relationship of recognition,the essence of which is unconditional acceptance and respect for others.In education,the ultimate goal of our appeal to recognition is to achieve a dignified educational life in which differences coexist.However,the heterogeneity of recognition that emerges in educational interactions fundamentally dissolves human heterogeneity and makes educational relationships progressively homogenized.By virtue of Levinas’ethics of the other,the asymmetrical recognition of the unconditional“for the other”maximizes the dignity of human beings.In this sense,the educational relationship should move toward a relationship of recognition“for the other”,and through the creation of a dialogic space of asymmetrical recognition,we can move toward a dignified educational life in an ethical relationship that is responsible for the other.
作者
赵华
冯建军
Zhao Hua;Feng Jianjun(Institute of Moral Education, Nanjing Normal University, Nanjing 210097)
出处
《华中师范大学学报(人文社会科学版)》
CSSCI
北大核心
2022年第4期165-173,共9页
Journal of Central China Normal University:Humanities and Social Sciences
基金
国家社会科学基金一般项目“公民道德建设的学校实施机制”(20BZX124)。
关键词
“非对称性承认”
他者伦理
“为他”
教育关系
asymmetrical recognition
ethics of the other
for others
educational relationship