“恐慌人”与让人复归平静的教育

发布时间：2018-05-05 05:20

  本文选题：恐慌 + “恐慌人”　； 参考：《华东师范大学学报(教育科学版)》2014年03期

【摘要】：恐慌是过度恐惧的情绪状态,它是现代人的一种"社会性格",其症状是屈从权威、信任丧失以及自私蔓延。"解放"的三次剥夺带来了现代人的脆弱性,科学主义盛行带来了人造恐慌的蔓延,以及"政治"的异化使得消解恐慌的公共之路丧失,是"恐慌人"形成的现代根源。面对着"恐慌人"的形成,学校应该提供一个相对安全与平静的场所,一方面,可以防止儿童过早地接触社会中的恐慌,让他们形成健康的心性;另一方面,可以让他们在未来进入社会后,对社会中的恐慌提供相应的拉力。具体而言,教育应该引导儿童追寻美德与智慧;培养儿童的"风险意识";构建学习的共同体。
[Abstract]:Panic is an emotional state of excessive fear. It is a "social character" of modern people, characterized by subjugation to authority, loss of trust, and spread of selfishness. " The third deprivation of liberation has brought the vulnerability of modern people, the prevalence of scientism has brought about the spread of artificial panic, and the alienation of "politics" has led to the loss of the public road of dispelling panic, which is the modern root of the formation of "panic man". In the face of the formation of "panic people", schools should provide a relatively safe and peaceful place. On the one hand, it can prevent children from getting in touch with the panic in society too early, so that they can form a healthy mind; on the other hand, They will be able to enter the society in the future, the panic in society to provide a corresponding pull. Specifically, education should guide children to pursue virtue and wisdom, cultivate children's "risk consciousness" and construct learning community.
【作者单位】： 南京师范大学道德教育研究所;
【基金】：全国教育科学规划2012年度一般项目“道德冷漠与道德教育”(BEA120030) 教育部人文社科重点研究基地南京师范大学道德教育研究所招标课题“不确定时代的道德教育问题研究”(DYS20130903)
【分类号】：G40
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本文编号：1846384