论诠释与过度诠释——哲学解释学视野下的教育改革反思

Interpretation and Over-interpretation——Reflection on Educational Reform from the Perspective of Philosophical Hermeneutics

哲学解释学为指导我国当前教育改革的理论基础之一已是不争的事实,其精神已渗透到当前教育理论书写与实践操作的各个方面。客观地说,哲学解释学为当前我国的教育改革注入了活力,其诠释原则对于消解教育场域中交往的单向化、同质化、肤浅化等功不可没。但是,诠释理论在教育理论建构与实践操作领域的无限制渗透也造成了教育场域内的过度诠释。这在教育理论构想上表现为诠释主体的失中心、诠释前提的错位、诠释意义的极端开放等。造成如上结果的原因有二：其一,哲学解释学之诠释理论本身偏激;其二,人们在运用此理论过程中出现偏误。所有这些导致了教育基本定位的偏差与教育交往中诸多关系的紊乱。克服过度诠释以回归教育之道有其必要。

It is an indisputable fact hat philosophical hermeneutics is one of the basis of theories which guides the current educational reform in China, and its essence has penetrated into all aspects of cur- rent educational theory writings and educational practice. Objectively, philosophical hermeneutics in- jects vitality into current educational reform whose principles of interpretation have important effects on removing unilateralism, homogenization of educational communication and surface communication in the field of education. But the unlimited penetration of theory of interpretation into the field of edu- cational theoretical construction and practice brings over-interpretation in the process of education. There are the following manifestations such as loss-center of the subject of interpretation, dislocation of the premise of interpretation and extreme opening of the meaning of interpretation and so on. The two reasons of the above results as follows. Firstly, the theory of interpretation of philosophical her- meneutics is so extreme by itself. Secondly, there is a misunderstanding of the theory during utiliza- tion. That is why there is a deviation of basic position of education and chaos of many relations in edu- cational communication. So it is necessary to overcome over-interpretation for returning of the essence of education.