追寻学习的生存论意义

发布时间：2018-03-31 09:31

本文选题：学习　切入点：学习的异化　出处：《华东师范大学》2007年博士论文

【摘要】： 学习“异化”问题是我国基础教育中最严重的问题，所谓学习的异化就是本来作为属于“人”的活动的学习，反过来演变为压抑和控制人的外在力量。学习的丰富内涵被带有强烈的机械化、工业化色彩的灌输、训练所取代，人的精神世界被整齐划一的知识教学所扭曲。心理主义的学习本质观和功利主义的学习价值观是学习异化的两大根源。两者最终都通过对人的学习方式的控制而最终实现对人的整个精神生命的控制。要克服学习异化，改变学习中“人的遗忘”，结束学习的意义被片面化、人的精神世界的完整性遭破坏的历史，恢复作为“整体的人”的自由与尊严，需要从两方面来寻求出路。首先要超越心理学对学习规律的寻找，转向对学习意义的寻求，，走向学习哲学；其次，要超越教学认识论，以生存论哲学来观照学习，恢复学习者的创造性，恢复学习作为人与世界相处的方式的本来意义。论文第一章是学习的生存论意义的历史演化。先秦以来儒家的学习传统是强调真理与德性并重，儒家的学习原则是仁智双修，德性探究；古代西方的学习传统，主要是指由苏格拉底所开创，经柏拉图、亚里士多德继承和发展的关注人的生存、追求知识与“善”的内在一致性的学习传统；启蒙运动一方面为在教育中实现人的解放创造了条件，对理性、自由和民主的呼唤催生了教育中的探究精神，但另一方面，启蒙理性的“主-客体”二元论性格，使得科学知识变成僵化的客观真理，人的心灵变成反映客观实在的“镜子”，教育由此退变为知识灌输和技能训练的过程，压抑了探究精神和人的创造个性。第二章是当代关于学习的生存论意义的基本观点。主要分析了杜威的经验主义学习观，玛克辛·格林的存在主义学习观，保罗·弗莱雷的解放学习观，佐藤学的“三位一体”的学习观，内尔·诺丁斯“关心”本位的学习观等等。第三章和第四章分别是追寻学习的个体意义和追寻学习的社会意义。前者从学生是知识的探究者和意义的创造者，学生是世界的参与者两方面来分析学习的个体意义，后者基于学校是一种社会组织，学校生活是社会生活的一种形式，学习的社会意义主要从学生要反思生活世界，参与民主生活，学会理解，在交往和对话中重构意义等方面来阐述。第五章提出基于生存论的教学观“教学即相遇”，包括人与知识的相遇，人与现象的相遇，以及人与人的相遇。
[Abstract]:The problem of "alienation" of learning is the most serious problem in the basic education of our country. The so-called alienation of learning is learning originally as an activity belonging to "human". In turn, it has evolved into the suppression and control of people's external forces. The rich connotations of learning have been replaced by indoctrination and training with strong mechanization and industrialization, The spiritual world of man is distorted by the uniform teaching of knowledge. The view of learning essence of psychology and the learning value of utilitarianism are the two major sources of learning alienation. Both of them are ultimately controlled by the way people learn. Finally realize the control of the whole spiritual life of human beings. In order to overcome the alienation of learning, change the "forgetting of human beings" in learning, the significance of ending learning has been one-sided, the integrity of human spiritual world has been destroyed, and the freedom and dignity of "human beings as a whole" have been restored. We need to find a way out from two aspects. First, we should go beyond the psychological search for learning rules, turn to the search for learning significance, and move towards learning philosophy; secondly, we should go beyond the theory of teaching epistemology and look at learning with the philosophy of existentialism. Restore the learner's creativity and the original meaning of learning as a way of getting along with the world. The first chapter of the thesis is the historical evolution of the existential significance of learning. Since the pre-Qin Dynasty, the Confucian learning tradition has emphasized the equal importance of truth and virtue, the Confucian learning principle is benevolence and wisdom, the exploration of virtue, and the learning tradition of ancient western countries. It mainly refers to the learning tradition initiated by Socrates and inherited and developed by Plato and Aristotle concerned with the survival of human beings and the pursuit of the inherent consistency between knowledge and "good". On the one hand, the Enlightenment created conditions for the realization of human liberation in education, and the call for reason, freedom and democracy gave birth to the spirit of inquiry in education, but on the other hand, the dualistic character of "subject-object" of enlightenment rationality. The scientific knowledge becomes the objective truth, the human mind becomes the "mirror" reflecting the objective reality, and the education becomes the process of knowledge inculcation and skill training, which suppresses the spirit of inquiry and the creative personality of human beings. The second chapter is the basic viewpoints on the existentialism of learning. It mainly analyzes Dewey's empiricism, Maxine Green's existentialism and Paul Freire's liberating learning. Sato's "Trinity" concept of learning, Nell Noddings "care" of the standard of learning, and so on. The third chapter and the fourth chapter are the individual meaning of learning and the social significance of learning. The former analyzes the individual significance of learning from the aspects of students being the inquiring and meaning creators of knowledge and the participants of the world. The latter is based on the fact that school is a social organization, and school life is a form of social life. In the communication and dialogue reconstruction of meaning and other aspects to elaborate. In the fifth chapter, the author puts forward the teaching view based on existentialism, which includes the encounter between man and knowledge, the encounter between man and phenomenon, and the encounter between man and man.
【学位授予单位】：华东师范大学
【学位级别】：博士
【学位授予年份】：2007
【分类号】：G420

【引证文献】