用叙事的方式爱教育智慧——教育哲学的一种研究方式

Loving Educational Wisdom through Narrative Inquiry:An Approach of Research in Philosophy of Education

哲学作为爱智之学在发展过程中出现了追求抽象本质而忽视或排斥具体世界的倾向,爱智危机由此产生。叙事探究通过显现经验、诠释经验、反思重构经验这一不断超越的历程,用共生而非对立的方式重新沟通了哲学世界与生活世界,让爱智慧扎根在经验的土壤中,并不断走向超越,成为富有生命力的爱智方式,有助于化解爱智危机,有助于展现、理解、改造教育世界和其中的人与事。作为教育哲学研究方式的叙事探究,研究者应当更注重所叙事情中经验的复杂性、连续性、互动性和包容性;探究个别中的一般、现象中的本质、故事中的道理,追求对此在在世的体悟洞察,注重研究过程和文本对经验改造的寓身性陶冶和反思促进作用。

It appears that the philosophy pursues abstract essence while overlooks or rejects the specific world in its history, therefore, the crisis of loving wisdom arises. Narrative inquiry reveals, interprets and reconstructs experience, which is a transcending and productive approach, communicating the philosophical world and life world by symbiotic rather than opposite way; therefore, loving wisdom is rooted in experience and headed for transcendence, and narrative inquiry contributes to defuse the crisis of loving wisdom, to unfold, to understand, to reconstruct the educational world and the persons and affairs in it. As a research approach of educational philosophy, narrative inquirers should pay more attention to the complexity, the continuousness, interaction and containment of experiences; to inquire the general in the specific, the essence in the phenomenon, and the principle in the story; to pursue the insight of being-in-the-world, the embedded cultivation and reflection.