【作者】 朱成科；

【导师】 柳海民；

【作者基本信息】 东北师范大学 ， 教育学原理， 2011， 博士

【摘要】 哲学的本性在于反思和批判。一种希望的生成论教育学,以生成论哲学的思维方式对现实教育中几个基本理论问题进行了前提性批判,从而确立了反映时代精神的教育本体论,并对当代的教育理论与教育实践产生规范性、导引性影响。在此基础上,实现教育思维方式的理论自觉。本论文以问题缘起——试说新语——论阈彰显——论阈深化——论阈升华——问题澄明为逻辑线索,充分吸收了当前哲学界、教育学界的相关理论文献,运用哲学思辨的方式方法,对现实教育的几个理论问题进行了深入探讨。论文首先对现当代中西哲学的进展状况进行了梳理和分析,即对生命哲学、过程哲学、中国传统哲学以及马克思哲学彰显生成论哲学智慧的观点重点评介,从中寻找可资借鉴和利用的思想资源和理论武器。其次,以生成论哲学思维方式检讨了当前我国教育界三个重要基本理论问题,即教育改革观、教学本质观、教育生活世界的存在论根基。从生成论哲学思维方式上检讨我国教育改革的思维逻辑可以得出如下结论:在“激进主义”教育改革的外在形态下隐含着预成主义的思维逻辑。基于中西方教育发展的比较文化视野,笔者提出“渐进生成”式的教育改革观。同理,通过深入反思教育学界对“教学认识论”的误解和歪曲,提出了以“实践观点”的思维方式,重构教学认识论、教学理论的生成思路。笔者基于马克思生存论哲学立场,针对当下教育学界对教育回归“生活世界”的流俗化观点,进行了前提性批判,提出了教育回归“现实—生活世界”的观点。进而基于现代性社会的存在方式,笔者提出“偶在”生成式的个体学生观。再次,本论文从超越论层面,着重反思了当下教育理论界对生成性教育思维、生成论教育学的形而上学思想,明确提出生成论教育学“行之而生”的路径和“思之而成”的道说。并积极倡导“从两极到中介”的生成论教育学的思维方式;“从绝对走向相对”的生成论教育学的价值标准;以及“建立必要的张力,并不断打破微妙的平衡”的生成论教育学的构建原则。最后,生成论教育学是一种可能的教育哲学形态,一种希望的教育哲学。它需要教育中人的“形上之思”,更需要教育者“行之而成”,这才是我们需要确证的现实教育的“道路”。更多还原

【Abstract】 The nature of philosophy is reflecting and criticizing. Based on the thought and logic of Generative Philosophy, the promising Pedagogy of Generative Theory makes a critical review on the preconditions of several fundamental problems and issues in educational theories. Thus, the ontology of education on which the characteristic and spirit of modern era were shown, and which would exert normative and orientation-guiding impacts on education theories and practice. was established. And as a result, the theoretical consciousness on the way of educational inquiring was achieved.The system and clue of this thesis could be divided into six parts, namely presenting the problems, proposing the main points, expanding the demonstration, deepening the demonstration and achieving the conclusion. On the basis of full absorption of the current theoretical literature in the academic area of philosophy and education, the author analyzed several fundamental theoretical issues of actual education in philosophical ways.Firstly, the history and progress of western philosophy and Chinese philosophy were reviewed. The author analyzed the wisdom and idea of Generative Theory in life philosophy, process philosophy, traditional Chinese philosophy and Marxism, thus some ideological resources and theoretical weapons that full of inspiration and can be used were found. Secondly, three important basic issues, namely, views about education reform, views about the nature of teaching and the foundation of educational life-world in perspective of Generative Theory, were reviewed through the philosophical thoughts of Generative Theory.And then a point was put forward: under the external form of“radicalism”in education reform implies logic of overoptimistic determinism. In the comparative and cultural perspective of the development of western education and Chinese education, the author proposed a concept of "progressive generation" for education reform. Similarly, through in-depth reflection on the misunderstanding to“Epistemology of Instruction”in education research, an idea that reconstructing Epistemology of Instruction and Instruction Theory by the logic of practice-oriented and practice-based thoughts was proposed. From the foundation of generative thoughts in Maxims, the author analyzed and reviewed the preconditions of a current popular idea that education should return to life-world, and the author’s argument was that education should return to the actual-life-world. Furthermore, by reviewing the human existence in modern society, the author proposed a concept of“generating through the existence with numberless likelihoods and changes”about individual student.Thirdly, in current-transcend level, this thesis reviewed critically the thinking and the metaphysical thought of generative education, clearly declared the path of“existing through action”and the“Dao”of“generating through reason”. And the thesis advocated the way of thinking of Pedagogy of Generative Theory, namely, "from the poles to the intermediary," and value standards of Pedagogy of Generative Theory, namely, "from absolute to relative", and at last the construction principles of Pedagogy of Generative Theory, namely, "create the necessary tension and continue to break the delicate balance".Pedagogy of Generative Theory is a probable and promising form of the philosophy of education. So the "metaphysical thinking" and the“generative acting”are indispensable, and that are just the“Dao-Lu”we need to confirm for actual education.更多还原