深化民族团结进步教育的“共情”视角

Reflections on Deepening the Education of Ethnic Solidarity and Progress from the Perspective of “Empathy”

经历了从美学到心理学的理论化进程之后,共情理论逐步被运用于包括人际关系交往在内的多个领域。共情由认知共情和情感共情构成。立足于族际关系的定位,共情理论能为促进民族团结提供认知共情和情感共情支持。认知共情可以使不同民族成员了解对方以形成共识,情感共情可以使不同民族成员形成情感上的联通共振。我国的民族团结进步教育可分为教育引导与悟得生成两条路径,教育引导路径侧重于教育主体的作用,需要强化认知共情;悟得生成侧重于主客体互动,符合情感共情的作用规律。创设共情、激发共情是新时代深化民族团结进步教育的内在要求,因而需要通过"想象接触"创设认知共情场域,需要通过教育的日常化、通常化、平常化引生情感共情。认知共情讲求"知"的深,情感共情讲求"情"的深,教育成效在"知"深、"情"深的基础上才会化为民族团结行动的自觉。

As empathy theory evolved over the theorizing process from aesthetics to psychology,it has been applied to many fields,including interpersonal communications.Empathy is composed of cognitive empathy and emotional empathy.Orienting towards inter-ethnic relations,empathy theory can provide cognitive empathy and emotional empathy support to promote ethnic solidarity.Cognitive empathy can make members of different ethnic groups understand each other so as to form a consensus,while emotional empathy can make members of different ethnic groups form emotional connection and resonance.The education of ethnic solidarity and progress in our country can be classified into two paths including educational guidance and enlightenment generation.Educational guidance focuses on the role of the educational subject,and it requires the enhancement of cognitive empathy;enlightenment generation focuses on the interaction between subject and object,which abides by the law of emotional empathy.Creating empathy and generating empathy is the inner call for deepening the education of ethnic solidarity and progress in the new era.Therefore,it is necessary to create cognitive empathy environment through"imaginary contact",and to generate emotional empathy through everyday common education.Cognitive empathy emphasizes on the depth of"cognition"and emotional empathy emphasizes on the depth of"emotion".Only on the basis of depth of"cognition"and"emotion"can educational effect be turned into the consciousness of ethnic solidarity action.