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篇名 教育爱的优位及其价值实现
並列篇名 On the Priority of Pedagogical Love and Its Value Realization
作者 马进(MA Jin)
中文摘要 教育的世界是植根于爱的世界\"在教育的所有秩序中,爱有着本体论的意义,具有其他秩序无可比拟的优位性,是教育世界得以开启、展开的原动力。但在具体的教育实践中,教育爱也会遭遇各种失序、错位的生存论困境,诸如控制-占有式的教育爱、婴儿-依附式的教育爱、平庸-放纵式的教育爱等,常以各种沉沧的方式遮蔽教育爱的本真淀现。从教育爱的优位角度揭示着爱的原初意蕴,也许能给教育爱的实践以一定的价值启示。爱不仅是教育的原动力,爱还是一种意向动姿,是教育从较低价值向较高价值的超越。在爱与师生关系之间,师生共同寓于爱,是“共属一体”的共爱者,爱之闪耀始终与师生的存在同在。从教师角度看,教育爱的价值实现依旧需要教师在实践中勇于肩负起“他者”意识,通过我为他者的“绝对责任”和实际的“爱的行动”践行爱的本真到场,以引领学生在教育的诗意田园里寻获师生共在的“诗意栖居”和“精神幸福”。
英文摘要 The world of education is deep-rooted in love. Thanks to its ontological significance and unparalleled priority in the orders of education,    love is the original force for unfolding the world of education. In practice, however, pedagogical love encounters existential dilemmas of disorder and dis- junction which conceal its authentic appearance ,    such as the love of control and possession ,    of infantile dependence ,    of mediocre indulgence ,    etc. The original significance of love is revealed in terms of its priority, shedding some lights of value on the practice of pedagogical love. Love is not only the original force of education, but also a direction of motion (bewegungsrichtung ) from the lower values to higher values of education. In terms of love and teacher- student relationship, teachers and students coexist in love, belong to the same community of love, and the lights of love coexist with the beings of teacher-student. For teachers, to realize the values of pedagogical love, they must be conscious of the Other, and fulfill the authentic presence of love with the absolute responsibilities for the Other and actual actions of love, leading the students to seek the poetical dwelling place and spiritual happiness in the poetical garden of education.
頁次 011-018
關鍵詞 教育爱 优位 价值实现 情感现象学 pedagogical love priority value realization emotional phenomenology
卷期 17:1
日期 202002
刊名 基礎教育
出版單位 華東師範大學
DOI 10.3969/j.issn. 1005-2232.2020.01.002