教育公平思维的前提批判与重建

Precondition Criticism and Reconstruction of Education Equity Thinking

在教育公平思维的前提批判中,主体间性思维方式的确立是针对神灵思维和主体思维提出的。神灵思维是人类的蒙昧思维、原始思维和前现代思维;主体思维是现代思维,是对神灵思维的扬弃,人走出了自己为自己设立的牢笼,绽放出主体的伟大力量。同时也逐渐使主体陷入了自我论的逻辑,自我成为了神灵的替身。现代主体思维成为了人类整体发展的枷锁,更是教育公平思维发展的桎梏。而主体间性思维是共存思维、生态思维、和谐思维、差异思维、后现代思维。是解决人自身、人与人、人与自然等牵涉人类发展生死攸关等重大问题和重大关系的价值选择和思维路径。从根本上、根基上转变了人类的思维方式、世界观、价值观、人生观,是人与人、人与自然和谐共在的核心思想,是现在及未来教育公平思维重建的终极指向。

In the precondition criticism of education equity thinking, the establishment of intersubjective thinking mode is advanced in accordance with divine thinking and subjective thinking. Divine thinking is obscurantist, primitive and pre-modem thinking, while subjective thinking is a modern thinking, the sublate of divine thinking, where human beings walked out the cages they set for themselves, reflecting great powers of the subjects. At the same time, this thinking was gradually immersed into the logic of egoism and ego became the substitute for the Gods. Modern subjective thinking has become the fetters for the overall development of human beings, and the shackle to the development of education equity thinking. Intersubjective thinking is coexisting, biological, harmonious, discrepancy, and post-modern thinking. It is the value selection and thinking path for such major issues as man himself, man-and-man, and man and nature. It has fundamentally reshaped human thinking modes, worldview, value, and value of life. It is the core thought of the coexistence of man-and-man, and man and nature, and the ultimate orientation of present and future reconstruction of education equity thinking.