师生交往的对话性建构:超越“技术理性主义”旨趣

The Construction of Teacher-student Communication: Surpassing the Purport of“Technology Rationalism”

"技术理性主义"的教育价值取向使教师愈来愈沦落为"技术工匠",教育活动也日渐深陷于技术化、机械化、知性化以及工具化等误区,丧失了心灵对话与精神沟通的可能性。为了更好地建构教师与学生之间共同分享的意义世界和生活世界,师生交往必须超越"技术理性主义"的旨趣,摆脱话语独白和价值灌输的束缚,回归于真正的对话性实践。师生交往的对话性实践需要围绕认知性的对话、伦理性的对话以及社会性的对话展开,使三者从分裂走向融合,形成师生之间真实的、完整的对话,避免虚假的、片面的对话。通过认知性的对话、伦理性的对话以及社会性的对话的整体建构,师生交往将逐渐摆脱"技术理性主义"的遮蔽,展现出更为丰富的教育意涵,促进学生的人格发展。

The educational orientation of ＂technology rationalism＂ makes teachers to become ＂technical workers＂ more and more, and educational activities are getting into the real trouble of technology, mechanization, intellectuality, and instrumentalism. And as a result, education loses the opportunity of talking to the heart and spiritual communication between teacher and students. So, for the purpose of constructing the shared meaning world and life world, teacher-student communication should surpass the ＂technology rationalism＂, abandon the constraint of monologue and indoctrination, and then return back to the real communication between teacher and students. The construction of teacher-student＇ s real communication needs to include the cognitive communication, ethic communication and social communication. We should let these three parts of communication to be integrated as a whole which will go from division to integration, and develop the real and whole communication, but not the unreal and one-sided communication. Based on the integral construction of cognitive communication, ethic communication and social communication, teacher-student communication can break away from the ＂technology rationalism＂, and show abundant educational meanings. At last, it can develop students＇ personality.