走向“面对面”的教育实践

Toward “Face-to-Face” Educational Practice

教育应该怎样对待他人?教育的同一化作为一种使他人之他者性受到还原与遮蔽的运作机制,使教师与学生之间的教育关系变成了一种由认知与权力构成的游戏,呈现出一种非人性的晦暗特征。借助列维纳斯他者伦理学的现象学分析表明,只有在一种原初的、直接的我与他人之间的伦理相遇中,他人的他者性才能得到开启与显明,并在一种由伦理主体间性所组建的面对面关系中,使教育关系呈现出一种人性的敞亮特征。这种面对面的教育关系,在教师责任、教育的伦理自由以及教育言说等三个方面展现了一种具有别样特征的教育图景,为我们走向一种新的教育实践提供了丰富的可能。

How should education treat the Other?As an operational mechanism to reduce and conceal the otherness of the Other,educational assimilation has transformed the educational relationship between teachers and students into a game composed of cognition and power,presenting a gloomy and inhumane feature.The phenomenological analysis of Levinas’ethics of the Other shows that only in a primitive and direct ethical encounter between Me and the Other can the otherness of the latter be illuminated and manifested.In a face-to-face relationship formed by the ethical inter-subjectivity,the educational relationship presents a bright feature of humanity.A face-to-face educational relationship as such reveals to us an educational prospect with distinctive characteristics in three aspects:teachers’responsibility,ethical freedom of education and educational discourse,which provides us with abundant possibilities to move towards a new kind of educational practice.