摘要
韦伯的理解社会学、加芬克尔的常人方法学、胡赛尔先验现象学和哈贝马斯交往行动理论均对科技理性予以批判,但在构筑他们各自的哲学、揭示社会现象与问题时,站在了不同的方法论立场上,导致对"主体间性"认识视角不尽一致。教育中的主体间性是指主体与主体之间相互尊重,在法律、各项学校规章制度与道德规范下的相互理解的关系特征。在学校教育中,科学精神与主体间性应是相辅相承的。为了实现主体间性,要注意运用平等对话与交流及交往等教育方式,但这些教育方式并不能排斥其他教育方式。教育改革过程应树立"主体间性"意识。
The comprehended sociology of Weber, ordinary people methodology of Garfinkel, post-experience phenomenon of Husserl and associated action theory of Habermas all criticized the science and technology reason. But when they built their own philosophy to explain the social phenomena and problems, they showed different views, which made them have different attitude about intersubjectivity. Intersubjectivity in education means a relationship between subjectivity and intersubjectivitys respecting and understanding under all kinds of rules of the schools and moral principles. During school education, science spirit and intersubjectivity are associated with each other. To realize intersubjectivity, equally comunication is necessary.
出处
《天津大学学报（社会科学版）》
2004年第3期211-215,共5页
Journal of Tianjin University：Social Sciences
基金
全国教育科学十五规划课题"数学教育心理学研究"基金资助项目(FBB011029)
天津市教育科学十五规划重点研究课题基金资助项目(PE126).
关键词
主体间性
科技理性
交往
对话
理解
交流
intersubjectivity
science and technology reason
contact
talking
understanding
communication respect
