摘要
马克思实践哲学以降,西方哲学中科学主义认识论逐步转向生活实践论,这是人类认识的飞跃。基于实践哲学的视角思考教育的实践问题,教育活动是一种生成性和创造性的行动,需要确立生成性实践观。马克思实践哲学认为,人类的实践活动是一个主体生成的过程,既指向人的社会属性和精神属性的生成,也指向人的创造性品质的建构,根本的是指向人的生命生成,这是教育生成人的立足点;胡塞尔的现象学关注人的意识的生成,以面向“实事本身”为实践基础,从人的“生活世界”出发来思考实践问题,为教育生成人的实践机制提出了生活实践图景和发展路径。生成性教育实践的培养路径在于回到教育本身,意味着要回到人本身。坚持立德树人,加强学生的思想意识教育;以创造性品质的培养为核心,启迪智慧,培育深度思考问题的能力和动手操作的能力;以人的存在的优先性来建构基于主体间性关系的交往实践,培养合作、分享的公共意识和交往实践能力;形成以意义生成为指向的课堂教学实践,确立思想培育和知识传授相结合的全面发展机制,促进学生的整体生成。
Since the advent of Marx’s practical philosophy,the epistemology of scientism in Western philosophy has gradually shifted towards the theory of practical life,which is a leap in human understanding.Based on the perspective of practical philoso⁃phy,educational practice is a generative and creative action that requires the establishment of a generative view of practice.Marx’s practical philosophy believes that human practical activities are a process of subject generation,which not only points to the genera⁃tion of human social and spiritual attributes,but also to the construction of human creative qualities.Fundamentally,it points to the generation of human life,which is the foundation of education to generate people.Husserl’s phenomenology focuses on the genera⁃tion of human consciousness,taking“reality itself”as the practical foundation,and thinking about practical problems from the per⁃spective of human“living world”.It proposes the practical picture and development path for the practical mechanism of education to generate people.Therefore,the cultivation path of generative education practice lies in returning to education itself,which means returning to the human being itself.We adhere to moral education and strengthen the education of students’ideological conscious⁃ness,taking the cultivation of creative qualities as the core,inspiring wisdom,cultivating the ability to think deeply about problems and hands-on operations,constructing communication practices based on intersubjective relationships by prioritizing human exis⁃tence,cultivating public awareness of cooperation and sharing,as well as practical communication skills,forming classroom teaching practices with meaning as the direction,establishing a comprehensive development mechanism that combines ideological cultivation and knowledge transmission,and promoting the overall generation of students.
作者
刘炎欣
王靖玉
杨西军
LIU Yanxin;WANG Jingyu;YANG Xijun(Basic Education Research Center of Sanming City,Sanming University,Sanming 365004,China;South Branch of Lhasa Experimental Kindergarten,Lhasa 850011,China;Institute of Basic Education,Lhasa Teachers College,Lhasa 850011,China)
出处
《民族高等教育研究》
2024年第3期9-16,共8页
Research on Higher Education of Nationalities
基金
福建省教育科学“十三五”规划2020年度教育教学改革专项课题“乡村振兴背景下乡村教师的专业责任与专业发展问题研究”(课题批准号:Fjjgzx20-278)
四川省2022年度教育科研课题“基于‘五育融合’的教学文化变革研究”(课题批准号:SCJG22A122)
西藏自治区2020年度教育科研课题“新高考模式下的普通高中课程体系建设研究”(课题批准号:XZJKY41807)
西藏自治区教育科学研究2023年度课题“西藏农牧区基础教育高质量发展问题研究”(课题批准号:XZEDGP230031)。
关键词
马克思实践哲学
生成性教育实践观
现象学教育学
人的生成机制
Marx’s philosophy of practice
generative educational practice view
phenomenological education
the mechanism of human generation
