儿童教育中的同一性问题及德勒兹哲学对其之诊治

The Problem of Identity in Children Education and the Diagnosis and Treatment of Deleuze's Philosophy on It

儿童教育中存在着同一性问题。单一的、外在的教育目的和封闭的教育过程压制了真正的差异与创造,儿童的差异性被忽视。通过对西方哲学史中同一性问题的梳理,可以发现这一问题由来已久,且沉疴颇深。德勒兹的哲学有助于对此进行诊治。德勒兹的哲学是一种差异哲学,它反对中心化和等级制的同一性体系,反对外在的抽象目的。他持有一种先验经验主义立场,这有助于我们批判传统儿童教育中僵化的主体观,并用动态的、关系的和生成的观点看待主体问题。最后,他的虚因和生成思想也有助于对传统的因果观和时间观进行诊治,从而指明儿童教育应走向生成。

There are many problems caused by identity in children education. The single and external educational purpose and closed educational process suppress children＇s diversity and creation ability. It carl be found that this problem has a long history and is very complicated. Deleuze＇ s philosophy helps to diagnose it. Deleuze＇ s philosophy is a kind of difference philosophy which is opposed to the system of identity of centralization and hierarchy. His philosophy is for transcendental empiricism, which helps us to criticize the rigid subjective view in traditional children education, by providing us the dynamic, relational and generative views. Finally, his quasi cause and becoming thought are also helpful to diagnose and rectify the traditional view of causality and time. According to this, children education is supposed to act in a ‘becoming’ way.