摘要
发轫于20世纪初、关注个体生命存在的柏格森的"生成哲学",为我们解读教师成长提供了重要视角。从柏格森的生命哲学出发,教师的成长不是各种知识与技能的简单集合,教师的发展并不是预先设定的,而是内在生成的。教师不是"先验预成"的,而是在教育的"生活世界"中走向无限可能的,是在学校的真实场景中不断实现发展的"共可能"过程。教师成长不仅是其理性内省能力的提升,而且更是其"生命直观"精神的不断生成。
The emergent philosophy founded by Bergson in early 20 century,which focuses on individual＇s existence,provides an important perspective to understand teacher development. Based on Bergson＇s emergent philosophy,teacher development is not only the simply compliance of all kinds of knowledge and competence,but also the process of internal growth. Teacher is not the presumed existence,but the unlimited emergent individual, which means the process of co-possibility in the school condition. Teacher is not only the promotion of rational reflection, but only the growth of existential intuition.
出处
《外国教育研究》
CSSCI
北大核心
2010年第1期62-66,共5页
Studies in Foreign Education
基金
上海市哲学社会科学规划项目<新时期教师自主发展模式的研究>(项目编号:2004JYS006)
关键词
生成哲学
柏格森
教师发展
emergent philosophy
Bergson
teacher development
