摘要
知识追求是教师担负成人成己责任的必要方式。教师片面性追求知识的“有用性”,而将边界化的、片面性的和工具性的认识当作绝对真理,便是“自以为知”的。“自以为知(道)”的教师心智封闭,忽视自身理智的有限性,缺乏对求知目的的反思和对知识产生过程的考察。“自以为知(道)”损害教师理智健全,可能造成教师认知自傲、认知懒惰和认知固化等理智缺陷。教师“自以为知”之弊的化解是通过概念语义的考察、命题知识的澄清以及实践经验的反思,揭示知识或正确“意见”的前提性条件,从而实现教师哲学性的自我治疗,加深教师的知识理解,促使教师的理智趋于健全。
The pursuit of knowledge is a necessary way for teachers to shoulder the responsibility of education and self-education.Self-opinionated teachers one-sidedly pursue the usefulness of knowledge,makes teachers regard boundary-based,one-sided,and instrumental knowledge as truth,and regard themselves as possessor of truth.Self-opinionated teachers have a closed mind,ignore the limitation of their own reason,lack reflection on the purpose of seeking knowledge and the process of knowledge generation.Self-opinionated is detrimental to the intellectual soundness,which leads to intellectual vices(cognitive pride,cognitive laziness,and cognitive rigidity,etc.)of teachers.Teachers can get rid of their self-opinionated vices by means of the investigation of concept semantics,the clarification of propositional knowledge and the reflection of practical experience,revealing the prerequisites of knowledge/correct opinions,for deepening teachers'knowledge understanding and the soundness of teachers'rationality,which is the philosophical self-therapy of teachers.
作者
孙圆
金生鈜
Sun Yuan;Jin Shenghong(Beijing Normal University,Beijing 100875,China;Suzhou University of Science and Technology,Suzhou 215009,China)
出处
《河南师范大学学报（哲学社会科学版）》
北大核心
2023年第6期131-137,F0002,共8页
Journal of Henan Normal University(Philosophy and Social Sciences)
基金
国家社会科学基金教育学青年项目(CEA190265)。
关键词
教师
自以为知
知识学习
哲学治疗
认知品性
teacher
self-opinionated
acquiring knowledge
philosophy therapy
cognitive virtue
