论人的生命发展“元素养”的三维结构及教育意蕴

On the Three-Dimensional Structure and Educational Implications of“Meta-Literacy”for Human Life Development

人的生命发展是以遗传为基质,生理发展伴随着后天经验,并结合感知与意识渐次充盈的机体与机能的整全发展过程,也是从身体机能及其认知图式逐步向表象、符号、运算思维、智慧发展的形成过程。从感知开始逐步产生意识,伴随经验知识与思维发展产生统整机能,智慧的丰富促进思想的成熟,进而促进灵魂的“纯粹”,从而形成人之生命“元素养”的三维结构系统。以此审视传统知识教学,发现认知理念下的知识教学缺乏生命教育内涵,是一种外在需求强制下的背离生命发展规律的教学模式。因此,基于生命“元素养”的教学应以灵魂涵养、智慧启迪、机能培育为方向指引,以结构协调与内涵规定为基本原则,以此培养健全的生命个体。

The development of human life is a process of the whole development of body and functions based on heredity,physiological development accompanied by acquired experience,and combined with the gradual enrichment of perception and consciousness,as well as the formation process of the gradual development of bodily functions and their cognitive patterns to representations,symbols,arithmetic thinking and wisdom.From perception,consciousness gradually arises,along with the development of empirical knowledge and thinking,integrative functions arise,and the enrichment of wisdom promotes the maturity of thought,which in turn promotes the“purity”of the soul,thus forming a three-dimensional structural system of the“meta-literacy”of human life.If we look at the traditional knowledge teaching,we could find that the knowledge teaching under the cognitive concept lacks the connotation of life education and is a teaching mode that deviates from the law of life development under the compulsion of external demands.Therefore,the teaching based on“meta-literacy”of human life should be guided by the direction of soul nurturing,wisdom enlightenment and function cultivation,and the basic principle of structural coordination and connotation stipulation,so as to cultivate a sound life individual.