體驗區
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| 篇名 |
有机教学：儿童哲学教室的灵性意蕴
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| 並列篇名 |
Organic Teaching: The Spiritual Meaning of the Philosophy for Children Classroom
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| 作者 |
孙丽丽(SUN Li-li)
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| 中文摘要 |
儿童哲学教室的关键，不在于硬件建筑特征的改变，不在于教学内容的理性传递，而是教师与学习者的互动关系如何促使“爱智慧”的内在意义发生。正如雅斯贝尔斯所说，真正的教育应先获得自身的本质。灵性涉及人的内在本质，涉及人与人、人与环境的内在关系。后现代的有机教育，强调教学应是自由的、容他的、和谐的、整合的和惊奇的，这正是儿童哲学教室迫切需要的灵性向度。教师对灵性的理解是丰富教学现实的重要来源，它有助于创造性地寻找儿童哲学教学的途径与方法，尝试由“教什么”的表层问题，转向探索“为何教”和“如何教”的内在意义和核心价值。
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| 英文摘要 |
The key feature of the classroom of philosophy for children is not the change of hardware architecture, nor the rational transmission of content, but lie in the interactive relationship between teachers and learners, how to promote the inherent meaning of “love wisdom”. The true education should get its essence at first as jaspers have said. Spirituality is the inner essence of people, and the inner relationship between people and between people and the environment. The post-modern organic education emphasizes that teaching should be free, tolerant, harmonious, integrated, and surprising. This s the spiritual dimension needed in classroom of philosophy for children. Teachers’ understanding of spirituality is an important source of enriching teaching. It helps us to creatively find ways and methods for teaching of philosophy for children. Try to turn from the question of “what to teach” to inner meaning and core value of “why and how to teach”.
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| 頁次 |
045-056
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| 關鍵詞 |
有机教学
、儿童哲学
、灵性
、教室
、有机共同体
、organic teaching
、philosophy for children
、spirituality
、classroom
、organic community
、CSSCI
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| 卷期 |
17:4
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| 日期 |
202108
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| 刊名 |
教育學報
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| 出版單位 |
北京師範大學
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| DOI |
10.14082/j.cnki.1673-1298.2021.04.005
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