【作者】 陶丽；

【导师】 李子建（John Chi-Kin Lee）； 靳玉乐；

【作者基本信息】 西南大学 ， 课程与教学论， 2017， 博士

【副题名】机体哲学视域下师生关系的建构

【摘要】 作为教育领域的重要话题,师生关系不仅是达成教育教学目标的手段,也是师生生命的重要构成。然而,在后现代时期的师生关系中,其内在价值失落引发了深刻的实践困境——师生互动冲突频繁、权力博弈激烈、交往过于功利和形式化等。对于师生关系研究而言,要从根本上解决这些困境不能仅停留于师生关系表面问题的修修补补,而要着重对其内在的价值与精神进行厘清,这就需要从整体上变革师生关系研究的思维范式。不仅如此,从主客二分的传统思维走向一种过程性和关系性的思维方式,这也是师生关系研究所体现出来的发展趋势。作为一种弥合主客二分认知哲学、填补科学与人文鸿沟的形而上学代表,怀特海机体哲学以其包容性、深邃性和建设性的过程-关系思维独树一帜。以这一视角来审视师生关系这种经验性活动,能够为理解当前的师生关系提供一种深刻的理论视角,为未来理想师生关系的建构指明方向。以机体哲学的视角来审视师生关系,首先意味着将师生关系理解为师生有机整体,即“师生机体”。这一概念具体包含两个方面的含义:一是教师与学生之间是本质的、内在的、构成的关系。这种关系不是在师生产生之后作为外在属性派生于师生个体的,而是其得以形成的内在本性,教师和学生内在于这一关系而界定自身。二是教师与学生之间是相互动态生成的关系。其本质不是先于教师和学生的互动而既定存在,而是二者在互动中共同建构的,师生发展是基于师生内在生长冲动的转变过程。发展性和共生性是其根本特征。在这一概念之下,机体哲学为理解师生关系问题提供了知识、主体、秩序和价值这四重范畴。具体来说,在师生机体中,师生以知识为媒介构筑起来的教学交往活动应被理解为一种智慧养成过程。在这一过程中,师生以友伴和盟友的身份“同游”在求知之路上,追求着一种实践善好最终通达自由与幸福的“整全之知”。这一“整全之知”即是智慧,它起于知识,显于风格,达于自由,代表了最为完满的生活方式,并通过智力习惯和审美能力表现出来。对于师生机体而言,走向活力性知识、关注互动中的浪漫精神、重视学习的机能性情景是实现智慧的关键。在主体要素上,机体哲学呼唤师生机体由师生主客体和师生主体间性这类实体性主体性教育理论走向超体性教育理论。对于师生机体而言,“超体”概念之区别于主客体教育理论的地方在于教师和学生双方都是主体,且是心理极和物理极共同参与的感觉者;区别于主体间性教育理论的地方在于师生共同构成多样化统一的有机体,奇异性和共生性是其本体构成。这一师生超体理论强调教师在善诱者的角色、学生在自我负责者的角色上作出重点努力。而对于当前师生关系中十分凸显的秩序要素,机体哲学强调师生机体要超越以规训为目的的机械论理性秩序,追求一种“未特化的集合体”美学秩序。后者所意指的是师生在教育学意向的引领下,积极参与互动所生成的丰富性、创造性的和谐美感。这种美感的实现不仅象征的是师生教育学意向的实现,而且象征着师生互动中有序占主导下的人际亲缘状态,还包括师生以创造性的态度对待冲突。师生在交往时摆脱“科学时间”与“固定空间”的局限,将成为“好人”的“内在秩序”置于逻辑优先,和其他同仁一道创生学校“道德共同体”,这在很大程度上将有助于实现未特化的集合体。对于表达师生机体根本旨趣的价值范畴,机体哲学强调师生机体要对古代目的论的师生关系与近现代契约型的师生关系进行整合,在“创造性的和谐”理念下实现师生关系价值与目的的统一。“创造性的和谐”是师生以追求真知而达至至善所不断开展与形塑的新的生命形式,是一种富有创造性的、和谐的构造自我身份的生命实践活动,在根本上与宇宙内在的“道”一致。对于师生机体而言,走向解放旨趣的教师专业身份和自我觉醒的学生身份是创造性的和谐实现的关键。简言之,师生机体即是师生有机体,所表达的是一种作为友伴关系、互摄关系、审美关系和同志关系的最为理想的师生关系。它具有发展性和共生性两个根本特征,并通过知识、主体、秩序和价值这四重要素表现出来——知识要素上追求智慧、主体要素上追求超体、秩序要素上追求未特化的集合体、价值要素上追求创造性的和谐。由两大特征、四重范畴所构架起来的师生机体概念体系,即是透过机体哲学视角审视师生关系问题所得的思维成果。这一研究对完善课程与教学理论研究,诸如教育主体研究、教学过程的本质研究、课程与教学价值取向研究等有一定的理论贡献。更多还原

【Abstract】 Teacher-student relationship,as an important topic in the field of education,is not only a means of achieving the goal of education,but also an important component of teacher’s and student’s life.However,in the postmodern period of teacher-student relationship,of which the intrinsic value has led to a profound practical difficulties,such as frequent conflict,intense power game and excessive use of power and formalization Etc.For the study of teacher-student relationship,it is necessary to fundamentally solve these difficulties by focusing on clarifying its intrinsic value and spirit,which requires the overall change of thinking paradigm in teacher-student relationship,rather than staying on repairing the surface vulnerability.Moreover,teacher-student relationship research also shows a trend from the traditional thinking of subject and object opposition to a process-relationship way.As an inclusive and profound philosophy of both,the organism with its unique philosophy led today’s constructive attitude towards metaphysics,and increasingly penetrating in all fields.In this respect,Whitehead’s philosophy of organism can be described as philosophical schools currently considered a relatively new perspective to teacher-student relationship issues.In this paper,Whitehead’s philosophy of organism is as the methodology for understanding teacher-student relationship,and thus teacher-student relationship is rebuilt by the "teacher-student organism" concept.Teacher-student organism has two meanings.First,it’s an essential,inherent,constituting relationship between teacher and student.Relationship is not derived as extrinsic properties to generate the individual teachers and students,but it can be formed in the inner nature,and that teacher andstudent are within the definition of the relationship itself.Second,it’s a dynamically generated mutual relationship between teacher and student.Essence is not the first to interact with teacher and student exist,but in the interaction between the two co-construction of teacher and student.And teacher’s and student’s development are based on the teachers’ and students’ transition inherent growth impulses.Development and symbiosis are the fundamental characteristics of the teacher-student organism.Based on the clarification of the meaning and characteristics of teacher-student organism,this paper explores the state,achieving path,and realistic picture of knowledge,subject,order and value these four categories,aiming at providing reference for teacher-student organism construction.Specifically,the pursuit of knowledge and learning is an integral whole of knowledge,knowledge and learning are teacher and student "with the tour" tour,teacher and student from the "science of mind to ask" to "wisdom" are decisions of the wisdom of the knowledge demands in teacher-student organism.Coming from knowledge,manifested in style and realized in freedom,wisdom represents the most perfect way of life.Wisdom is manifested as a kind of intellectual habit,but also as a kind of aesthetic ability.Concerning about the vitality of knowledge,the romantic spirit of children,and the organism scene of learning is the key to the realization of wisdom.The subject focus is an important category of teacher-student organism.Superject is the subject expression of the teacher-students organism.The difference between the education theory of superject and subject-object is both teachers and students are the subject,and is the psychological and physical pole of the common sense of participation.The difference between the education theory of superject and inter-subjectivity is teacher and student together constitute a diverse and unified organism,and singularity and symbiosis are the body composition of teacher-student organism.This superject education theory calls the teacher to become a good teacher,the students become self-responsible.And for the order,which is embedded in the teacher-student organism,and increasingly important in the new era but not yet revealed before.In the philosophical perspective of the organism,this category means: order is given;order is a realized subjective purpose and satisfaction;order exists in the community;the disorder is life factors of a community.Teacher-student organism means a transcendence from mechanistic rational order transcendence of "discipline","rules" and "act",to a kind of "Not Specialized Society"."Not Specialized Society" is a sense of harmony with richness and creativeness brought by the teacher and student through their actively participation in interaction under theguidance of education intention.It symbolizes the realization of the education intention of teacher and student,the orderly dominated and affinity state of teacher and student,and creative attitude for teacher-student conflicts.The transcendence of "scientific time" and "fixed space",putting the teachers and students’ "inner order" into logical priority,and creating the school towards a "moral community",are the keys to the realization of "Not Specialized Society".Value,is the fundamental purport category in teacher-student organism.Teacher-student organism means that the integration of ancient teleological teacher-student relationships and modern contractual-means teacher-student relationships,and to achieve unity of purpose and value in the "creative harmony" philosophy concept.The "creative harmony" is understood as a way of living for teacher and student.It is a new form of life in which teacher and student pursue the truth and achieve perfection,a life practice in which teacher and construct self-identity creatively and harmoniously,fundamentally consistent with the inner "path" of the universe.Its characteristics are manifested in three aspects: teacher-student organism has a high degree of ideal and goal;it is the connector body of adventure,enjoyment and creation,as well as beauty and kindness.In short,teacher-student organism is the most ideal teacher-student relationship,which is embodied as companionship,matual-prehension relationship,aesthetic relationship,and comrades relationship.Development and symbiosis are the fundamental characteristics of the teacher-student organism,which show the body through four categories: knowledge,subject,order and value.In other words,the body concept system of teacher-student organism,which is consist of two characteristics and four categories,is the thinking result through the perspective of physical philosophy to examine the teacher-student relationship.This research has a certain theoretical contribution to the improvement of curriculum and teaching theory,such as the research on the subject of education,the essence of teaching process,the value orientation of curriculum and teaching and so on.更多还原