【作者】 潘永云；

【导师】 宋立军；

【作者基本信息】 广西师范大学 ， 课程与教学论， 2007， 硕士

【摘要】 生活与教育是学校教育必须面对的重要关系。在20世纪初,杜威曾提出过“教育即生活”,陶行知则主张“生活即教育”。生活世界是一个被现代西方哲学家常论及的范畴,自胡塞尔提出“生活世界”后,现代西方哲学的一些重要流派和思想家都对此表示了极大的关注。20世纪90年代,“生活世界”话语引入到我国的教育领域后,教育“回归生活世界”成了当前认识和处理教育与生活的关系中具有代表性的观点。特别是在基础教育新课程改革的理论与实践的探讨中,“回归生活世界”也成为当前的理论前沿,许多学者在这个方面作了可贵的探索。综观学者的论述,教育“回归生活世界”的基本内涵是:回归到儿童的生活,而不是为未来成人的生活做准备;回归到现实的生活而不是为将来的遥远生活作准备;回归到人的意义和价值世界,确立人本意识和生命意识。教育“回归生活世界”理论对于正确认识和处理教育与生活关系是具有借鉴意义的。首先,它进一步明确了教育与生活的关系。在教育的起源与发展上,教育与生活的关系经历了直接同一到逐步分化,再到走向融合的过程。从生活的视角上看,教育含有生活的意义,教育是一种特殊的生活过程,它具有培养人的知识、技能和理性思考,使人去追求一种有意义和价值的生活方式之功效;从教育视角上看,生活也具有教育的意义,生活教育弥补了制度化教育的某些不足。其次,教育“回归生活世界”有助于我们认识科学主义思潮对教育产生的负面影响。科学主义由于用物的眼光来看待人,把教育对象看成是“客体”,只教人求知、求真而不求善,学校道德教育被知识化了,真正的德性养成却被放逐了。此外,教育“回归生活世界”还使我国学校教育的日常生活领域产生了深刻的变化,近来一种生活化的温馨评语正在被广大教师使用。“生活世界”是在西方语境中产生的,把它移植到我国的教育领域时,务必要进行深刻的认识与辩证地把握。在未辨清西方生活世界概念产生的语境,特别是不理解胡塞尔生活世界的先验本性时,就直接把它赋予经验意义,把生活世界概念等同于人们艰难度过的日常生活,容易使人误认为教育“回归生活世界”就是使教育回归到日常生活活动中与生活浑然一体,在处理教育与生活的关系上走向另一个极端,即从知识教育脱离生活走向只讲生活而摒弃知识,这无疑是不利于学校教育和学生的健康发展的。鉴于此,本文在肯定教育“回归生活世界”的提法的合理内核时,对教育“回归生活世界”的命题进行辩证的认识和对其在我国新课程改革中的可行性进行反思与批判,避免在新课程改革的推进中重蹈中外教育史上片面处理教育与生活的关系的教训。西方生活世界的生成语境是在现代化的完成形态下,主要着眼于反思和批判因科学理性的滥用而导致的人的价值和意义的丧失问题。我国正处在社会主义初级阶段,公众科学素养低,科学理性不足。用西方的生活世界来分析我国的教育问题,与我国国情不符。生活中有积极、健康的内容,也有消极、丑陋的现象,把大量未经简化、净化的生活材料直接上升为教育内容,忽视了生活对教育和学生的发展所产生的双重影响。学校教育离不开知识的传授,初中学生的品德养成更不能排斥知识教育而在自发的生活状态形成。此外,我国的教育史上,片面处理教育与生活的关系对学校教育产生的不良影响也给我们留下了深刻的教训。在辩证地看待教育“回归生活世界”这命题时,本文认为教育固然不能脱离生活来进行,但是也不能回归到自发的生活状态下,而是应该把知识教育与生活有机的结合起来。本文以马克思主义为指导思想,主要采取文献研究方法,在查阅前人研究的基础上对“教育回归生活世界”的命题作辩证思考。文章分四个部分进行论述:第一、二部分,对生活和生活世界概念进行深入探讨的基础上,概述教育“回归生活世界”的基本内涵和价值取向。第三部分,分析教育“回归生活世界”的理论价值,肯定了教育“回归生活世界”存在的合理内核。第四部分,也就是本文的主要创新之处。以初中思想品德课为切入点,对教育“回归生活世界”的可行性进行了反思和批判,主要从我国社会主义初级阶段的基本国情、中国教育史上处理教育与生活的关系存在的偏差所带来的教训、生活对学校教育与学生的发展所具有的双重影响以及学校教育与知识的关系等角度,探讨了教育“回归生活世界”的可行性问题。最后指出学校中的知识教育须与学生生活有机的结合起来。更多还原

【Abstract】 The relation between life and education is an important term that school education should be faced. In the early twentieth century John.Dewey once put forward that education is life, while Taoxingzhi held that life is education. The concept of life world is an academic term which has been frequently discussed by modern western philosophers. Some leading schools and philosophers in western philosophy have paid great attention to it since E.Husserl brought forward the concept of life world. It was not until 1990s when the idea of life world was introduced into the field of education in our country that education return to life world became a representative viewpoint when it comes to deal with the relation between education and life. Particularly, in the background of the reformation of the new curriculum standards of the basic education, education return to life world has become a frontier theory and many scholars have carried on estimable explorations in the aspect.If making a comprehensive view into the scholars’research, education return to life world embodies that return to children’s life but not preparing for adults’life in the future, return to reality life but not being ready for life in the remote future and return to the world of people’s value and meaning and establishing the consciousness of people-orientation and that of life. The theory of education return to life world can be used for reference in terms of correctly recognizing and dealing with the relation between education and life. Firstly, it further defines the relationship between education and life. In the prospect of the origin and development of education, the relationship between education and life has developed itself from direct unification to gradual separation, then to combination. On one hand, from the view of life, education, a special process of living which embodies the meaning of life, can function as instructing knowledge and skills, fostering logic thinking and encouraging people to pursue a valuable and meaningful way of living. On the other hand, from the view of education, life plays an instructive role on education. That is, to begin with, life education makes up for some deficiencies of systematic education. Then education return to life world is helpful for us to realize side effects on education resulting from scientism. Scientism, which thinks of people as objects or things, regards teaching targets as“objects”, and only teaches people to acquire knowledge and to seek truth, but not to go in for morality, so moral education in school tends to be more knowledge-orientated and cultivation of morality is in fact in exile. In addition, education return to life world leads everyday life of school education in our country to going through a profound change. Recently, a kind of warm and fragrant remarks which seems to be daily word is being used by a large number of teachers.Considering that the concept of life world was formed in the context of western countries, we must profoundly and dialectically master it when it is introduced into the field of education in our country. Before we can understand the context resulting in the concept of life world in western countries, especially the transcendent nature of the concept of life world raised by E.Husserl, the life world would be misunderstood as education returned to and integrated with daily life if it is directly endowed with the experimental meaning and equal to the rough daily life. What’s more, we would easily be led to another extremeness, making education break away from life but care only about life in spite of knowledge, which undoubtedly goes against the full development of both the school education and the students. Therefore, this thesis, on one hand, makes it certain that the proposition of education return to life world is reasonable, while on the other hand tries to recognize it dialectically then reflect and criticize the feasibility of education return to life world in the new curriculum reform, avoiding following the same old disastrous road of the development of the new curriculum reform in the education history home and abroad.Life world in western world came into being after modernization, mainly aiming at reflecting and criticizing the loss of people’s value and meaning due to the abuse of scientific rationality. Our country now is in the primary stage of socialism with low public scientific accomplishment and lack of rationality. It will not be fit to analyze the educational problems in our country by the means of life world of western countries. Since there are positive and favorable aspects as well as negative and ugly things in life, we would ignore the double impacts of life on education and students if the unpurified life materials are directly to become the contents of education. School education can’t exist without knowledge instructing, and the cultivation of moral characters for junior students will not develop in spontaneous life without education. What’s more, from the education history China, we can see that when dealing with the relationship between education and life, the ill effects of school education left us impressive lessons. To give a dialectic view of the topic of education return to life, this thesis tends to believe that though education can’t be without life, it can’t be returned to the spontaneous life and that we should combine education with life organically.Under the guiding ideology of Marxism, this thesis takes documental research as methods to consider dialectically the topic of education return to life world based on the research work of predecessors. There are mainly four parts in the thesis. The first two parts are to summarize the basic meaning and value of education return to life world, which is based on the further discussion of the conception of life and life world. The third part tries to analyze the theoretical value of education return to life world while affirming the logic of education return to life world. The fourth part, which is the mainly creative part in this thesis, aims to reflect and criticize the feasibility of education return to life world, with the ideology and moral curriculum in junior school as a cut-in, from the four points of view: the basic national situation of primary stage of socialism in our country; the lessons from the aberration in dealing with the relationship between education and life in the educational history of china; the double impacts of life on the development of school education and students; and the relationship between school education and knowledge. In the end the thesis puts forwards that we should combine education with student life organically in school education.更多还原