教育改革何以可能与可行——基于海德格尔的基础存在论之反思

Why is Educational Reform Possible——Reflection Based on the Existential Phenomenology of Martin Heidegger

从海德格尔的基础存在论而言,教育改革之所以可能,不在于特定的人性假设,而在于此在的"去存在"和"向来我属"特质。只是,日常操持中,它们因此在将自己消散于用具和常人而被遮蔽,此在表现为非本真状态。只有"畏"与"良知"能将此在唤醒,让实践产生从常规进入创新的契机。此在重返本真,还需"领会"。因为"领会"所属的参与者式认识论不同于"理论"所属的旁观者式认识论,所以教育改革的可能进路是"从现实到理想"而非"从理想到现实";因为"领会"的"在先"性质和解释的"作为"结构,所以教育改革的可能方式是渐进而非革命。

Based on the existential phenomenology of Martin Heidegger, the possibility of educational reform depends on the characteristics of Da-sein, namely ＂to be＂ and ＂always-being-my-own-being＂ [Jemeinigkeit]. However, the char- acteristics are covered in everyday concern because of the Da-sein＇s absorption in useful things and common people. Only attunement and conscience can help the Da-sein retrieve the characteristics and allow the practical production to enter into the creativity from the convention. Dasein returns back to the reality which requires understanding. The possible approach to educational reform is from reality to ideal because the participator theory of knowledge to which the understanding be- longs is different from the spectator theory of knowledge to which the theory belongs. And the educational reform is gradual but not revolutionary beeause of the ＂priori＂ nature of understanding and the ＂as＂ structure of interpretation.