论“公共人”的培育

【作者】 李宏亮；

【导师】 赵志毅；

【作者基本信息】 南京师范大学 ， 德育学， 2013， 博士

【摘要】 ‘教育是要在人的身上塑造新的人格”(涂尔干语),纵观学校教育的发展,培养怎样的人,如何培养人一直都是学校教育最为关心的命题。本文以一名中学教师的视角,从当前学校的育人现状出发,借助于大量的观察日记,呈现出当前学校教育中的育人困境,也是社会发展中的人的境况——“个体人的膨胀,公共人的衰落”；在此基础上,通过文献的梳理和现实的反思,探析了促使个体人膨胀的学校因素以及社会、网络和家庭因素,指出个体人的膨胀正是源自于学生个体性与公共性的失衡；最后再回到学校,从学校的组织变革、课程改革和教育机制创新等方面,展现了当下学校教育在公共人培育方面的实践探索和理性思考。本文的研究是基于人的存在是一种个体性与公共性的张力性存在。从个体社会化和社会个体化两个路径来理解,个体性是指个体所具有的独特性和差异性,而公共性则是一个涉及空间、人、利益、精神等诸多维度的立体概念,是包容个体性的多元共在。个体性与公共性是相对应而存在,且相包容而共生。与此相对应的是,人的存在表现为个体人与公共人的依从关系。个体人的原初意义是指个体的人,是一个经验主体,但是随着社会的发展,特别是“经济人”概念的广泛使用,个体人概念的贬义成分逐渐增多,往往指称那些对他人和社会(尤其是在公共领域中)缺乏责任应答的人。但是,必须明确的是本文所言的个体人并非只是一个自私自利的人,它首先是一个自由完整的个体,其次在个体性与公共性的关系上存在失衡,且个体性占据主导,最后它的膨胀对于公共事务的发展是有阻碍的。公共人是对基于类本质的人之存在的思考,它不是群体化的个体,也非无我的抽象虚构,他是“以一种全面的方式,也就是说,作为一个完整的人,占有自己的全面的本质”(马克思语)。公共人是基于个体性与公共性张力的自我实现,是在个体性与公共性的关系中,突显其公共性的人,它包含着对一般意义上的个体人的尊重,同时也在抵制着个体人的异化与膨胀以捍卫公共价值。公共人是公共精神的承载者、公共利益的捍卫者、公共空间的建构者和公共生活的行动者。在这里,必须明晰的是公共人不是过去“一大二公”的“政治人”(无私无欲的政治楷模)或是整齐划一的“组织人”(僵化的集体符号)。公共人不拒绝个体人,相反是在个体人健康发展的基础上对公共事务中个体人的公共性的弘扬。本文要探讨的不是“公共人”对“个体人”的代替,而是从个体性与公共性的张力性存在中如何防止个体人的膨胀,并在此基础上思考学校教育对公共人培育的使命与路径。因此,本文的研究任务在于,一方面,探索如何平衡个体性与公共性的张力,以防止个体人的膨胀,培育原初意义的独特个体,一个“完完全全的人”(阿伦特语)；另一方面则是在此基础上探索如何在平衡个体性与公共性张力的基础上,突显人的公共性,以在个体人的基础上培育保持合理张力,且彰显公共性的公共人。那么现实中人的境况如何呢?本文以学校教育中大量真实的案例,呈现出当前学校教育中个体人的膨胀与公共人的衰落。具体而言,本文从学校管理、学校教育和校园生活三个角度加以阐释。学校管理中存在着“集体人格化”的倾向,从而造成了学校管理的身份、权威和信任的危机,学校日益成为管理者个体的学校。在这里,管理者的个体性与公共性平衡被打破,个体性不仅主宰了管理者本身,而且借助管理者的职权,将这种个体性在学校管理的公共平台上放大,使公共事务沾染上很多的个体人印迹。当前,学校教育崇尚的是精英教育,并被功利主义和消费主义所裹挟,教师的个体性与公共性失衡造成的结果就是教育教学日益远离其本真的公共价值,而成为教师的个体秀,同时教师的群体自私又加剧了个体人的膨胀。就学生的校园生活而言,学生关注的是个体自身的学业发展,即便是在学校这样的公共领域内,都缺乏对学校、他人的责任应答。这种道德旁观必然消解个体人自身的公共性,催生校园的个体孤独,从而也加剧了学生对校园生活的逃离。个体人的膨胀与公共人的衰落,原因何在?本文从学校教育的历史回溯和个体人生活的现实关照两个方面进行了梳理与追问。学校教育为何难以抑制个体人的膨胀而培育出公共人?本文分别从学校教育的价值追求、教育内容和教育制度三个方面,对学校教育进行了历史的梳理与现实的审视。我国学校教育的价值追求,在总体上是以满足社会发展的需要为主导,其中古代是以君王之私代替了社会性,近现代则以国家性代替了社会性,但共同之处都是忽视了学生个体性的发展。到了当代,又走向另一个极端,伴随着个体性的解放,产生的是个体性的膨胀,原因就在于今天的学校教育关注的是片面的社会需要、部分人的发展和个体发展的部分,使得基础教育弱化了公益性、公平性和基础性。在教育内容上,本文以学校教育的主要内容——知识为主要考察对象,分析了知识与意义如何从融合走向分离,知识与身体如何在分与合的交错中逐渐疏远,并进一步探讨了当前知识存在的工具化、符号化等问题,据此概括了知识在产生、传播和功能等方面面临的危机。在教育制度上,通过对古代官学与私学的梳理,以及当前精英教育体制、应试教育机制和均衡发展的异化等问题的分析,探析了学校教育制度公共性缺失的原因。个体人的膨胀不是学校教育的全部责任,那么在现实层面上,个体为何难以成长为公共人呢?本文在历史回溯的基础上,分别从社会转型、网络生活、家庭教育三个方面对现实给予了追问。就社会转型而言,个体的发展在经济转型中逐渐成为资源化的个体,在政治转型中逐渐成为旁观者,在文化转型中则成为娱乐化的个体,这一切最终都使得个体缺失了公共性的制衡而过度个体性。就网络生活而言,本文以为,网络交往最大程度地彰显了个体性的存在,同时网络中的各种公共行为也体现了公共性的萌发,它是公共人诞生的一个重要启蒙,但与此同时,它也在不断受到来自现实社会生活中的利益、政治、娱乐化等因素的胁迫,发生着崎变。就家庭教育而言,传统的家庭教育在父权的压制下完全遮蔽了个体性,而现代家庭又过度彰显了儿童的个体性,在儿童成长的过程中,面对初期儿童公共性的萌芽,家庭教育往往以失真的灌输相对；面对后期儿童公共性的呐喊,家庭教育则多是保持着沉默。所有这些,都不利于个体公共性的培育。学校教育对公共人的培育该如何担当?这是本文的重心所在。在此,笔者以一个教育亲历者的视角,从学校的组织变革、课程改革和机制创新三个角度全面阐释了如何在实践层面上实现对公共人的学校培育。具体来说：就学校的组织变革而言,今天的学校要实现对公共人的培育必须摆脱传统的管理型组织定位,走向规范性的组织建设；通过公共空间的建构,促进身体与空间的意义对话；同时在道德维度和文化视角上,建设一个正义而又充满诗意的学校,其核心在于使学校成为一个有意义的公共空间。教育内容对公共人培育的回应在于公共课程的建设,这里的公共课程不是对现有课程的推倒重来而是在现有课程体系中,借助于课程改革的契机,在学校课程的实施层面进行突显其公共性价值的创新。简言之就是要在课程实施中关注课程的意义彰显、关注课程的有机整合、关注课程的开放互动与促成人的行动。教育机制对公共人培育的回应则在于教育共同体的建设,其中学生共同体旨在建构校园生活的公共性,教师共同体旨在重塑学校教育的公共性,学校共同体则是立足探索公共人培育的绿色通道,其核心在于使共同体建设本身也实现对公共空间的建构。质言之,就是要通过学校教育的变革与创新,克服个体人膨胀的不利因素,创设有利于公共人诞生的教育平台。当然,作为教师,我也深知,学校教育不能完全承受公共人培育之重,所以在最后一节,我以“人”的身份,从“人”的视角,简要探析了公共人培育的社会责任。更多还原

【Abstract】 "The aim of education is to shape a new personality in the human body"(Durkheim). Throughout the history of education,"what kind of person shall we cultivate?" and "How should we train them?" have been the most pressing proposition. This paper, written from a high school teacher’s perspective, starts from the current situation of education, by means of observation diary, shows the plight in school education, which is also the reflection of human in social development-the expansion of individual man, the decline of the public man. On this basis, by combing through the literature and reflecting on reality, the paper analyzes the factors such as society, internet and family to promote the expansion of individual man, noting that the expansion of individual man originates precisely from the imbalance between the individuality and the publicity of the students. Finally, the paper looks at school organizational change, curriculum reform and mechanism innovation, showing practical exploration and theoretical thinking on public man cultivating in school education.This study is based on the idea that the presence of a person is the tension between individuality and publicity. From two paths of individual socialization and social individualization, individuality means that each individual is unique and different, while publicity is a three-dimensional concept involving many dimensions such as space, people, interests, and spirit, is a diversity including individuality. Individuality and publicity exist relevantly and mutually inclusively. Correspondingly, the presence of human expresses the corresponding presences of individual man and public man. The original meaning of the individual man is the individual person, an experiencing subject, but with the development of society, in particular, the widespread use of the concept of "economic man", the individual man’s concept gradually increase, often relating to those lack of responsibility to others and to society (especially in the public domain).However, it must be clear that individual man in this article does not talk about just a selfish person. First the person is a free and complete individual, and secondly there are imbalances in the relations of individuality and publicity and individuality domains. Thirdly its expansion is obstructive to the development of public affairs. The public man is the concept based on the existence of the quasi-essence people. It is not popularized individual or abstract fiction without self. He "takes possession of his comprehensive essence in a comprehensive manner, that is, as a whole person, "(Marx). Public man is the result of self-realization based on the tension between individuality and Publicity, a person highlighting its publicity. It includes not only respect for the individual person in the general sense, but also resistance to alienation and the expansion of individual people to defend public values. The public man is the bearer of the public spirit, the defender of the public interest. He constructs public space and acts at public life.Here, it must be clear that the public man is not the past "political body" a sophomore public (selfless political model) or uniform" organization man "(rigid collective symbol). Public man is not against individual man, and to the contrary, it is the promotion for publicity of the individual person in public affairs, that is the foundation of the healthy development of the individual person. Instead of examining the replacement of individual man by public man, we probe into how to prevent the expansion of the individual person from the tension that exists between individuality and the publicity, and think about the mission and the path of public man’s cultivation in school education on this basis. Therefore, the task of this research is that, on one hand, to explore how to balance tension between individuality and publicity to prevent the expansion of the individual person, and to nurture unique individuals in the original sense. On the other hand, we must explore how to highlight the public to cultivate a "full-person"(Arendt), a public man with prominent publicity on the basis of balancing tension between individuality and publicity.Then, what is the human situation in reality like? This paper shows the expansion of individual man in the current school education and the debilitation of public man using a large number of real cases of school education. Specifically, this paper discusses three angles of the school management, school education and campus life. The tendency towards collective personification in school management, results in a crisis of identity in school management, authority and trust. The school increasingly becomes managers’ school. Here, the balance between the individuality and publicity of managers is broken. Individuality not only dominates the managers, but also enlarges such individuality in the public platforms of school management with the powers of the managers, making public affairs contaminated with many individual blots. The current climate of education advocates elite education, and is coerced by utilitarianism and consumerism. The result of the imbalances between individuality and publicity of teachers is keeping teaching away from the true public value, and is becoming each teacher’s individual show. The teachers’ group selfishness increasingly exacerbates the expansion of the individual man. As to students’life, they concern about the academic development of the individual, even within the public domain in school, lack responsibility of the school, and others. This standing by in morality breaks down individual’s publicity, gives birth to the campus individual’s loneliness, and thus exacerbates the students’escape from campus life.What is the cause of the expansion of individual man and the decline of public man? This article combs through and questions the two aspects——the historical analysis of school education and the realistic perspectives on individual life.Why is it difficult for School to suppress the expansion of the individual man and cultivate a public man? This paper examines three aspects of schooling——the pursuit of values in school education, the education content, and the education system. This part combs the history and scrutinizes the reality. The pursuit of values in school education, in general, tries to meet the needs of social development, including the substitutes of the kings’private interests in ancient times while in modern time nationality for sociality, but overlooked in common the development of students’ individuality. Till the contemporary era, it goes to the other extreme. Along with individual liberation comes the individuality expansion. The reason is that today’s school education concerns one-sided social needs, and develops the individual part of students, weakening the foundation at the public welfare, fairness and fundament. So far as educational content is concerned, this paper takes main content of school education-knowledge as the main object of study, analyzing how knowledge and meaning go from fusion to separation, how knowledge and the body gradually alienate each other through segregation and cooperation, and further explores the issues of instrumentalization and symbolization in current knowledge, under which we can outline the crisis faced by the knowledge in the generation, dissemination and function. In the education system, through the research on Ancient Governmental and private schools, as well as analyzing the elite education system, the examination-oriented education mechanisms, and the alienation of education balanced development, this article summarizes the deficiency of publicity in school education system.Individual man’s birth is not the responsibility of school education, so in reality, why could not the individual grow into public man? Based on historical analysis, this article looks into the reality respectively from the social transformation, family education and network life. Individual development has gradually become the resources of the individual in the process of economic transition, has become a bystander in political transition, and has become the entertainment of the individual in cultural transformation. It finally destroys the balance with excessive individuality. This study argues that the network communication highlights the existence of individuality and various public behaviors in this network also reflect the growth of publicity. The traditional family education in its patriarchal oppression completely covers individuality, and the modern family excessively highlights the individuality of children. All of these are not conducive to the birth of public man.It is the focal point of this article for school education to cultivate the public man. As a witness, the author shows practical exploration on the cultivation of public man in the current school education, from organizational change, curriculum reform and mechanism innovation. In terms of school organizational change, its core is to make the school a significant public space, a righteous and poetic school, and promote physical and spatial sense of dialogue. The responding to cultivating the public man in the content of education lies in the construction of public course. Public course here is not on the abolishment of the current curriculum but in the existing curriculum system, with the help of curriculum reform, highlighting its public value. Education mechanism lies in its response to the public man to foster the construction of the education community. The student community aims to construct the publicity of campus life. The teacher community aims to reshape the publicity of school education, and the school community is based on easy access public man cultivation. Its core is to make the community build itself by the construction of public space. In a word, we must overcome the disadvantage of individual expansion and create a favorable education platform to cultivate the public man, through change and innovation in school education. Of course, as a teacher, I also know that school education can not bear the whole responsibility of cultivating the public man. So at the end of the article, I give the society’s responsibility for public man’s cultivation, with the "human" identity, from the perspective of people.更多还原