仁者“力行”:教学悖论与教师自由实践

The Teacher's "Diligence in Action":A Teaching Paradox and Teacher's Free Practice

教学悖论指教师教育教学过程中存在的必须解决却永难得到答案的一系列困惑与矛盾,如语言暴力与无言之教的悖论、规训与自我创造的悖论、理想之境的描绘与苦难之境的揭示之间的悖论、功利追求与精神修养的悖论等等。教学悖论对教师的自由实践造成了重大影响。教师自由实践的本质和精髓在"力行",教师权力的真正体现也在"力行"。教师的自由实践是一种精神实践,也是一种科学的政治实践。教师自由实践的最高境界表现为教师能进行原创性教学,即教师创造课堂、教师创造学生。而这一切自由实践的根本则在教师能够自我创造。

A teaching paradox is referred to a series of problems and conflicts that must be solved but never get answers in the process of education and teaching; for example, a paradox between word violence and wordless education, a paradox between regulation and selfcreation, a paradox between ideal and real sufferings, and a paradox between utilitarian pursuit and spiritual cultivation. These teaching paradoxes have brought a serious threat to a teacher＇s free practice. The essence of the teacher＇s free practice lies in his diligence in action. It is a spiritual practice, and also a scientific political practice. Its highest level finds expression in his original teaching. He can even create a classroom and students. All this depends on a teacher＇s self- creation.