教育形而上学的主题变奏

The Theme Variation of Educational Metaphysics

教育形而上学无疑是教育哲学的永恒主题。在"教育形而上学终结"的当代语境下研究教育的形而上学,有重要学术价值。首先,"educare"的"引出"之意在逻辑上是以being为前提的,而非经验性总结或像"pedagogue"那样无足轻重的劳作,因此,从柏拉图以来,教育形而上学的首要任务是要指明灵魂如何才能从可见世界转向可知世界、转向儿童的天性、转向儿童活动与生活本身等。其次,"educare"的"启蒙"是对自身意识之绝对性与过程性的辩证把握与发展。第三,"educare"的"否定"蕴含生存、筹划与生成意义,但其核心是在真理规程中的"强力"。最后,基于海德格尔、巴迪欧等当代形而上学理论,教育形而上学汇成自己独特的范畴体系,其核心精神是对真理规程的诚挚。

Education metaphysics is undoubtedly the eternal theme of educational philosophy. In the contemporary background of ＂the end of educational metaphysics＂, tion metaphysics is of great significance. First of all, the term ＂educare＂ to is research on the educalogically predicated on being, rather than empirically concluding, or as insignificant labor as ＂pedagogue＂. Therefore, the primary task of education metaphysics since Plato was to indicate how the soul can turn from the visible world to the knowledge world, to the nature of children, to children＇s activities and life itself, and so forth. Secondly, the ＂enlightenment＂ of ＂educate＂ is the dialectical grasp and development of the absoluteness and process of the pure consciousness. Thirdly, the negation meaning as ＂not＂ of ＂educare＂ implies the meanings such as existing, designing and becoming, but its core meaning is ＂force＂ in the procedure of truth. Finally, based on the modern metaphysics theories such as Heidegger and Alain Badiou, the education metaphysics merges into its own unique category system which core spirit is sincere to the truth procedure.