【作者】 李颖；

【导师】 余玉花；

【作者基本信息】 华东师范大学 ， 思想政治教育， 2011， 博士

【摘要】 思想政治教育效果取决于教育对象的接受,因而接受问题是思想政治教育研究的根本问题。目前学界对思想政治教育接受研究局限于知识论和方法论范畴,对思想政治教育接受何以可能,接受效果如何评价等根本性问题的研究还不够深入。哲学解释学是一门关于理解和解释的实践哲学,它从本体论的维度对思想文化客体的理解目的与接受效果等问题进行了研究,蕴涵着丰富的接受理论。对其借鉴和利用有利于拓展思想政治教育接受研究的理论视野,提升研究的思维层次,为思想政治教育的模式创新和实效性提升提供一定的理论支持。本文在马克思主义理论的指导下,借鉴哲学解释学的相关接受理论,对思想政治教育接受规律进行具体研究,不仅系统地探索了思想政治教育接受系统的要素、结构和思想政治教育接受的心理机制、接受过程,而且从现实出发,以教育对象为中心,从其接受动力、接受能力、接受影响因素和接受效果四个方面展开实践研究。主要研究内容和观点如下：第一部分研究了思想政治教育接受的内涵和系统构成。从传导者和教育对象的“主观性理解”研究入手,提出在传统视域下的接受系统基础上增加“传导新质”和“接受新质”两个要素的观点;借鉴哲学解释学的“相互建构”原理,论证了思想政治教育接受中存在着接受客体、传导者、接受主体三者间的双向互动关系；借鉴哲学解释学的“对话”理论,研究了思想政治教育接受过程,并提出视界展开、对话、视野融合和外化践行是思想政治教育接受过程的四个阶段。第二部分研究了思想政治教育的接受目的。根据哲学解释学对理解本体论意义的揭示,提出思想政治教育应该通过彰显其目的性价值来提升教育对象的接受意愿的观点。揭示了当前遮蔽思想政治教育接受本真目的主要因素有：传统文化中的功利主义、工具理性主义思潮、“物本”取向的社会风气、知识论倾向的教育模式。提出通过提升教育对象的精神追求、建构师生主体间性关系、激发教育对象的问题意识和增强教育对象基于个性化存在的理论运用能力等方法,来改善思想政治教育接受目的。第三部分研究了教育对象的“前接受”。根据哲学解释学对“先入之见”合法性的分析,具体研究了教育对象的“前接受”的涵义及其在思想政治教育接受中的影响,提出“前接受”是思想政治教育接受的前提要素之一；同时分析了传统文化、市场经济生活、信息社会生活、日常生活等对教育对象“前接受”的构成和发展影响；提出通过合理对话把握教育对象的“前接受”,因势利导地加以利用、引导和发展。第四部分研究了教育者的“主观诠释”现象。根据哲学解释学提出的“创生性理解”原理,分析了思想政治教育者“主观诠释”的表现及含义、从理论与实践两个方面剖析其存在的依据。指出思想政治教育内容的普遍性、价值性和智慧性、教育载体的语言属性、教育对象的“接受期待”、理论与现实的张力、教育活动的诠释性质等,是造成教育者“主观诠释”的重要原因。提出从坚定教育者的马克思主义信仰、建构教育者与马克思主义的理解和对话关系、加强思想政治理论课的管理和理论支持等方面引导和化解这一问题。第五部分研究了家庭社会的诠释影响。根据哲学解释学关于“理解是人的存在方式”理论,揭示家庭社会也在通过其对世界、人生以及主流意识形态的自发理解和诠释,广泛、潜在和辩证地影响着思想政治教育对象的“前接受”和“再接受”,不同的社会群体或个人诠释影响特点不同。提出通过弘扬主旋律、加强网络文化建设等方式,对家庭社会的诠释活动加以引导和利用。第六部分研究了思想政治教育中的“创造性接受”问题。通过分析思想政治教育接受的智慧性、目的性和价值性,以及普遍原理具体运用的需要,提出“创造性接受”是思想政治教育接受的理想效果。思想政治教育接受中非理性因素的参与、教育对象的主观能动性等,是决定其“创造性接受”的主要因素。提出充分发挥“创造性接受”在思想政治教育改革、意识形态建设、马克思主义大众化中的价值。更多还原

【Abstract】 Since the effects of ideological and political education depends on the reception of the target groups, research on the issue of reception is of great significance in the education. However, findings on reception purpose, reception capacity, reception influencing factors and reception effects are far from profundity in the present academic circle which is incapable of providing abundant theoretical supports for the creativity and grammaticality in the ideological and political education pattern. Philosophy hermeneutics, the practical philosophy on verstehen and interpretation, is targeted at researching verstehen from the dimension of ontology and is rich in verstehen theories, so borrowing and taking advantage of the philosophy will widen the theoretical vision on the reception research, upgrade the logical level, and provide scientific theoretical support for the creative pattern of ideological and political education.Guided by Marxism theory and enlightened by philosophy hermeneutics, the present dissertation has made a detailed research on the reception rules of the ideological and political education. The dissertation has not only probed systematically the elements, structure, psychological mechanism and process of the reception system in ideological and political education, but also made a practical research on the motivation, capacity, influencing factors and effects in the reception based on reality and centered around the educational targets. The main contents and key ideas of the dissertation are as follows:PartⅠdeals with the connotation and systematic composition of the ideological and political reception. Starting from the research on the subjective verstehen of the instructor and the receptor, PartⅠputs forward that new transmitting medium and receiving medium should be complemented apart from the traditional vision of the receptional system. Referring to the principle of mutual construction in philosophy hermeneutics, this part expounds three relations of mutual interaction among the receptive object, instructor and receptive subject. Taking advantage of the dialogue theory in philosophy hermeneutics, this part argues that vision extension, dialogue, vision integration and externalized practice are four stages in the process of ideological and political education after studying the reception process of the education.PartⅡelaborates on the reception motivation in ideological and political education. Enlightened by the revealization from understanding the ontology significance of the philosophy hermeneutics, this part views that ideological and political education should enhance the receptors’willingness to accept by illuminating their motivation value. This part reveals that the key contemporary factors which undermine the motivation values are utilitarianism in traditional culture, instrumental rationalism thought, material-oriented social value, and knowledge-oriented education mode. This part attempts to improve the reception motivation in the education by ways such as improving the receptors’ethical pursuit, building a subjective equal relationship between teacher and student, stimulating the receptors’consciousness of problem, and enhancing the receptors’ theory application ability on a basis of idiosyncratic existence.PartⅢhas studied on receptors’ pre-reception. Based on the logical analysis of one’s prototype view in philosophy hermeneutics, this part has elaborated on the functions and influences of one’s pre-reception in ideological and political education, holding that pre-reception is a presupposed element in the reception of the education. Meanwhile, this part has also analyzed the impacts on the construction and influence of pre-reception by traditional culture, market economic life, information life, daily life and so on. This part concludes by advocating that we must grasp a receptor’s pre-reception and divert it to a favorable turn to his advantage.Part IV has tackled on educators’subjective interpretation. While interpreting the content in education, an educator cannot avoid his subjective verstehen. The key reasons may rest on factors such as the universality and value of the educational content, the educator’s pre-verstehen, the interpretative nature of educational activity, the performative and constative features realized by linguistic medium. To conciliate the conflict, this part ends by bringing forward that we must firm Marxism belief, improve educators’theoretical bearings, reinforce the course administration of the ideological and political education, and strengthen the research and analysis on social ideological trend.PartⅤhas gone into the interpretation impacts by family society. Family society has also been exerting subtle influences upon the family members’receptional results of ideological and political education by its verstehen and interpretation activities towards the world, the life, and the mainstream ideology. The family society interpretation is featured by activeness, subjectivity, versatility, popularity, and practicality orientation. Consequently, we must guide and exploit the family social interpretative activities by taking advantage of Internet culture, implicit education and so on.PartⅥhas expounded the creative verstehen in ideological and political education. As a result of the nature of the receptive object’s value, the receptor’s activeness and the influence of pre-reception, the creative verstehen and the vision integration are the authentic effects in the reception of ideological and political education. In light of the principle of mutual subjective and objective construction, the creative verstehen demonstrates its positive significance, for example, it can help to perfect the development of ideology, and promote the development of the receptor’s personality.更多还原