“无立场”的教育认识与人的全面发展

Educational Understanding of "No Standpoint" and All-round Development

教育是社会生活的必需,而不是体制化的产物。教育认识中客观存在的"意见"或"规范"使教育活动得以在一定的框架内有序地进行,但不能把这些"意见"或"规范"看作教育的最后依据,否则会遮蔽教育的视野。致力于人的全面发展的教育必定是"祛功利化"的。"无立场"的教育认识主张对教育的认识要从那些被遮蔽的原始形态的"意见"和"规范"上升到知识然后再上升到更高层面的"意见"的高度。出于对工具理性束缚的反思和批判,"教育回归生活世界"的价值诉求是要以生活世界为教育的价值目标和思维方式,澄清教育理念。为此,对教育的认识要超越各种既有的"意见"或"规范",回归到使人生活得更美好的立场上去。

Education should be regarded as a necessity of social life rather than an institutionalized product. The ＂opinions＂ or ＂regulations＂ objectively existing in educational understanding ensure the educational activities within certain framework. The ＂opinions＂ and ＂regulations＂ could not, though, be seen as the fundamental basis for education, so as not to cover the whole educational vision. The education aiming at all-round development of human beings should be ＂de-utilitarian＂. ＂No Standpoint＂ education means that our understanding of education should rise from primitive ＂ opinions＂ and ＂regulations＂ to knowledge, and then to a higher level of ＂opinions＂. Contrary to instrumental rationality, the value proposition of ＂education to the life world＂ intends to regard the life world as the value goals of education as well as its way of thinking, thus to clarify the educational philosophy. Hence, to understand education means to go beyond the established ＂opinions＂ or ＂regulations＂, to return to the stand which can make people live better.