反讽精神与人的“自我教化”——透析理查德·罗蒂的教育观

Irony Spirit and Self Education——An Analysis on Richard Rorty's Educational Ideas

理查德·罗蒂的哲学思想为其教育观的形成提供了强有力的理论支撑和实践支持。首先,具有开放性、彻底质疑性、批判性的反讽精神寄托着罗蒂革新传统教育模式,呼唤创新教育的现实关怀与无限希冀;其次,罗蒂的"理性Ⅰ、Ⅱ、Ⅲ"理论为科学理性地理解和实施教育提供了崭新的视角和思维方式,尤其对"生存理性"与"交往理性"能力的强调,展现出教育的可贵品质——宽容,赋予了受教育者更为自由的发展权利和愈发广阔的"自我教化"空间;最后,"团结"理念的更新与强化凸显出"自我"与"共同体"之间互惠、共生的契约关系。它有利于增强人的类意识和类认同感,为普遍价值的确立提供了新的可能。

Richard R.orty＇s philosophy provides a strong theoretical and practical support for its educational philosophy formation. Hrsfly,the open,complete questioning and cdtical irony spiritual tradition reveals the reality care and infinite hope for reforming traditional education model and calling for creative education. Secondly,Rorty＇s ＂rational Ⅰ,Ⅱ,Ⅲ ＂ theory provides a new perspective and way of thinking for our understanding with scientific rationality and implementation of education,especially,the emphasizing of the＇ ＂ survival rationality＂and ＂communicative rationality＂ shows the valuable quality of education,namely tolerance, which gives the educatee free development fights and broader ＂self-education＂ space. Lastly,the update and strengthening of ＂unity＂concept highlight the mutually beneficial,symbiotic relationship between the ＂self＇and ＂community＂. It is conducive to enhancing people＇s class consciousness and class identity,and provides a new possibility for the establishmeat of universal value.