【作者】 许新海；

【导师】 朱永新；

【作者基本信息】 苏州大学 ， 马克思主义哲学， 2009， 博士

【摘要】 教育生活就是人们的教育存在和活动过程,也是教育中的人共同构建和享受的生活。在教育的实际生活过程中总会表现出种种问题,无论是教育内部本身的问题,还是与社会紧密相连的问题,都需要及时检讨,研究解决问题的方案。当今的教育生活在制造和加剧人性的异化,教育与生活无关,教材、教育方法、分数、作业、管理都成了教育的目的,教师困惑,学生痛苦,师生心理压力巨大,教育生活已很难做到“照料人的心魄”。这种教育生活危机的实质是教育中人文价值的失落,它是教育被彻底工具化的必然后果,是教育生活本体的危机。教育生活之“救赎”就是为了破解教育生活之危机,让教育生活带来新的人性。教育是培养人、发展人的活动。教育如何关注人,关注人的生活,是所有教育理论和实践工作者必须回答的最重要的问题,也是教育哲学的重要命题。教育作为人类活动的重要类型之一,本来就在生活之中,而且这是一种在汲取人类一般生活合理因子的基础上呈现的特殊类型的生活。这种生活的特性主要表现在发展性、活动性、建构性、主体性、意义性五个方面。教育生活本体论要回答的总的问题是教育生活过程发生发展的那些“终极”原因或动力在哪里,简言之,就是教育生活的本质是什么?这是教育哲学的根本问题。其实,教育哲学乃是一种特殊的人类学本体论的实践哲学。因而教育生活的本体只能是人类学意义上的本体而不是自然本体。当然,教育生活离不开自然生活,也离不开社会生活、文化生活。教育生活应当是活动与环境和谐统一的过程。我们所理解的教育生活的本质即生性的激活,生存的方式,生命的呵护,生长的过程,生涯的持续。教育生活是生命健全的过程,是全人形成的过程,是人的一种存在方式。本文论述的教育生活之救赎,主要是在被称为“走向生活的通行证”的基础教育阶段,通过“新教育实验”倡导的一系列的教育行动,对现在的教育生活进行改造,引导师生通过新教育走向新生活,把教师与学生从封闭的书本和经典的禁锢中解放出来并放飞到新的生活中,让他们在充满现实感、生活感的活动中,在处理与自然世界、社会世界的活动中逐步认识自己存在的价值和意义,从而使“教育即生活”“生活即教育”的思想内核得到合理的融通,使师生过一种幸福完整的教育生活,这种生活就是新生活,这样的教育也就是新生活教育。在这里,新教育与新生活教育在本质意义上是一致的。新教育实验下的新生活是一种享受的教育,让师生一起享受新生活,创造新生活;是一种幸福的教育,让师生一起体验生命的活力,提升生命的质量;是一种理想的教育,让师生一起实现今日的理想生活,走向明天的理想生活!教育生活救赎的一切思想和理论,如果不能回到现实的教育生活,变革教育实践,就无法展现马克思关于实践哲学的革命意义。因此,本文从马克思主义哲学的视野、立场和方法出发,以马克思哲学实践观为基础,以马克思主义“生活世界”语境中的人的全面发展观为武器,来重构教育生活。其实,真正意义的生活世界理论是由马克思奠立的。当然,我们还应当以现代西方和中国哲学的生活世界理论为资源,以当代人类生存基本问题为依据,来建构当代马克思主义哲学的生活世界观理论,从而更好地指导教育生活之救赎,使新教育走向新生活成为可能。我们从以下三个维度切入:首先,教师生活之救赎,让教育获得生活的意义;其次,学生生活之救赎,让教育在儿童生活中展开;其三,师生共同生活之救赎,让教育生活幸福而完整。教师的幸福是教师在自己的教育工作中实现职业理想的一种教育主体生存状态,教师快乐是教师幸福的应有之义,教师创造是教师幸福的最高境界。重构学生生活是教育生活的核心,包括重建以学生发展为本位的课程,以及道德生活、阅读生活、智能生活和综合化的生活等,通过重构学生生活,密切儿童与社会的联系,把学生培养成为道德生活的主体,使学生完成人格的自我建构,让阅读真正成为儿童的生活方式,让儿童与人类崇高精神对话,让阅读成为儿童生命生长、生活幸福、知识探索、审美追求的过程。我们要无限相信教师和学生的潜能,创造各种可能,让每一个学生在各自天赋所及的领域里展示并发展自己的智能。探寻教育生活的综合化和个性化,寻找适合学生多元发展的特色教育。特色就是卓越,特色教育是发展学生个性、引爆学生潜能的理想的教育生活。这样的教育生活能促使每一个人成为他自己,让每一个人都得到全面而具个性的发展。另外,教育制度保障着教育生活,又制约着教育生活。重建新教育制度,就是要把阻碍过一种幸福完整的教育生活的制度进行改造,使其发挥积极的引领、促进作用,从而自觉地维护生命存在,提升师生生命质量。同时,教育生活之救赎还包括家庭、社会生活的改造,新教育有一个重要的使命,就是通过建设书香校园,来带动家庭、社会,建设书香家庭、书香社会,进而实现社会生活之救赎的宏大理想。在研究方法上,笔者希望通过个人现实生活处境的陈述来呈现教育实践基础,运用文献研究与叙事研究相结合的研究方法,探讨教育叙事研究的根本价值所在,并通过理论的阐述,赋予教育生活救赎一定的哲学基础。同时,由于作者在新教育共同体和海门新教育实验区所扮演的特殊角色,本文其实更是一种行动研究。我们相信,通过新教育,可以解决教育生活的实然与应然、现实和理想等各种复杂的问题,能促使教育的理想转化为理想的教育,重建幸福完整的教育生活是可能的。当然,我们究竟以何种教育信念面对现实和未来,这需要更为深入的思考。不管怎样,通过教育生活之不断改造,把人引向美好生活的关注,让人更好地生活,这必将是教育的主题,而且将永远是教育的主题,因为这是人类永恒的主题。更多还原

【Abstract】 Educational life is the existence of people’s education and the process of their activities,it is also a kind of life that pepole in education build and enjoy together. During the actual process of education, all kinds of problems will arise, regardless of whether they come from the education system itself, or they are closely related to society. We must identify such problems immediately, and seek out solutions for them. The current educational life is creating and exacerbating the abnormality of human beings. Because the current education is irrelevant to life, the teaching materials, teaching method, grades, homework, and school management have become the goals of education, which makes the teachers confused and the students agonized. Both teachers and students are under tremendous pressure, so the current educational life is already too hard to“look after people’s souls”. The essence of the educational crisis, the crisis of educational life itself, is the loss of humanity in education, which is the unavoidable result that education has been used only as a tool. The“salvation”of educational life is to solve the education crisis, to let new educational life bring new humanity.Education is an activity which cultivates and develops people. How education pays attention to people and their lives is the most important question that all education theorists and education practitioners should answer. It is also the most important proposition of educational philosophy. Education, as one of the most important human activities, exists in life already. This life is based on people’s ordinary, reasonable life, and is characterized by the following five aspects: development, being active, constructiveness, self-awareness and significance. The general question that educational life ontology needs to answer is where the ultimate reason or motivation which generates and develops the process of educational life lies. In other words, what is the ultimate essence of educational life? This is the fundamental question of educational philosophy. Actually, educational philosophy is a special practical philosophy of anthropology ontology. Therefore, the subject of educational life can only be the subject from an anthropological point of view, not from that of nature. Of course, educational life can’t be separated from everyday life, nor can it be separated from social or cultural life. Educational life should be a harmonious process of unifying human activity and environment. The educational life that we understand is blossoming of life, the way of existence, caring of the living being, the process of growth and the continuity of living. Educational life is the process of healthy living, the process of whole living, and one way of human existence.The salvation of educational life analyzed here, mainly during the basic educational period called“Passport to Life”, through a series of educational activities advocated by“New Education Experiment”, transforms the current education system and leads teachers and students through New Education to New Life. It liberates teachers and students from enclosed books and traditional confinement so they can fly to New Life. It makes teachers and students realize the value and meaning of their existence little by little by performing practical activities necessary in life, the activities of dealing with nature and the social world. Therefore, it connects“Education is Life”and“Life is Education”. It makes teachers and students live a happy and complete educational life. This life is New Life, and this education is New Life Education. Here, New Education and New Life Education are essentially the same. The New Life under the New Education Experiment is an enjoyable education which lets teachers and students enjoy new life and create new life together; it is a happy education which helps teachers and students experience the vigor of life and improve the quality of life together; it is an ideal education which makes teachers and students fulfill today’s ideal life and pursue tomorrow’s ideal life together.If all the thinking and theory of the salvation of educational life can’t apply to educational life in the real world and reform education practices, then it can’t manifest Marx’s revolution with regards to practical philosophy. Therefore, from the viewpoint, position and method of Marxist Philosophy, with Marxist Philosophy Practice as the basis, using people’s overall development in Marxist“Life World”circumstances as the tool, this dissertation reconstructs educational life. Actually, the true Life World Theory was founded by Marx. Of course,we should also use the Life World Theory of modern western and Chinese philosophy as a resource, with the fundamental survival problems facing nowadays’human race as the basis, to construct a current Marxist Philosophy Life World theory, so it can better guide education reform and make it possible for the New Education to reach New Life . We can approach this problem from the following three aspects: first, reform the teachers’lives to make education be about obtaining the meaning of life; second, reform the students’lives to make education flourish in children’s lives; third, reform teachers’and students’life together, so that educational life can be happy and complete. Teachers’happiness consists of accomplishing their career goals and reaching the highest stage of their happiness by expressing their creativities. Rebuilding students’lives is the core of educational life, which includes rebuilding moral life, reading life, wisdom life and comprehensive life, etc. We need to reconstruct the curriculum, so we can closely connect children with society, cultivate students to have moral lives, help students self-build their personalities, connect them with the height of humanity, and make reading truly become a part of children’s lifestyle and become a process of children’s growth, living happily, exploring knowledge, and pursuing the arts. We need to thoroughly believe in the potential of teachers and students, creating every opportunity for all students to prosper and shine in the fields where their talents reside. Explore the comprehension and uniqueness of educational life, look for the specific education that suits the students’diversified needs. Specialty is excellence. Special education is the ideal educational life that develops students’personality and expands their potential. This kind of educational life can make everyone become himself, letting everyone get overall and specific development. An educational system not only guarantees educational life, but also restricts educational life. Rebuilding a new educational system is to change the old system that hinders people from living the happy and complete educational life, to make the new educational system play a positive leading and promoting role, therefore consciously maintaining the existence of life, and advancing the life quality of teachers and students. Meanwhile, the salvation of educational life also includes reforming family and social life. New education has an important mission: to bring along families and communities through the building of a book oriented campus to build book oriented families and book oriented communities, and to realize the high dream of saving social life.As for the research method, the author wishes to present educational experimentation basics through the expression of the author’s own living circumstances, with the method of combining research paper study and case study, discuss where the basic value of education case study lies and give a certain philosophic base for the educational life reform with the analysis of theories. We believe that variety of complex issues such as reality and ideals can be solved through the new education, it can promote the ideals of education into idealized education, and it is possible to rebuild integrity of the happy life. However, what kind of educational belief we should have to face reality and the future requires much further thought. No matter what, leading people to pay closer attention to a better life through the continuous reforming of educational life so people can live better is and will always be the main theme of education, because this is always the main subject of the human being.更多还原