试论人的存在论及其教育意蕴

On Human Existence and Its Educational Implications

人的存在有三种样式,分别为确定之"定在"、生成之"在"与尚未之"在"。在理论形态上可以表述为:定在论、生成论与尚未存在论。定在论关注人的确定之"定在",表明人的存在已然是一个确定性的事实,其教育意蕴旨在教育者要尊重人的自然本性,倡导自然主义教育观。生成论关注人的存在之"正在",表明人的存在是一个动态的过程,其教育意蕴旨在教育者要捕捉人之生成的教育时机,倡导动态调整的生成主义教育观。尚未存在论关注人的存在如何面向未来充满不确定性的"在",表明人的存在是一种面向未来的充满乌托邦式的希望之"在",其教育意蕴旨在教育者要前瞻人之未来的教育愿景,建构面向未来社会对于理想人之形象的教育希望观。

There are three forms of human existence,namely,“definite”,“generative”and“not-yet”existences.In theory,they can be expressed as deterministic theory,generative theory andNot-Yet-Beingtheory.Deterministic theory pays attention to the“definiteness”of human existence,claiming that the existence of human being has been already a definite fact,and its educational implication is that the educator should respect the human nature and advocate the naturalistic educational view.The generative theory focuses on the“being”of human existence,indicating that the human existence is a dynamic process.Its educational implication is that the educators should catch the educational opportunity of the generation of human beings and advocate the dynamic adjustment view of generative education.The Ontology of Not-Yet-Being concerns how the existence of human beings faces the full uncertainty“in”in the future,indicating that the existence of human beings is a future-oriented utopian“in”.Its educational implication is that educators should look forwardto the educational vision of people s future and construct the educational hope view for the image of the ideal man in the future society.