教育爱的先验论证及其规范性意涵

A Transcendental Argument for Educational Love and Its Normative Meaning

将教育爱理解为教育者对受教育者的无条件的爱,似乎否定了教育爱之于教育的必要性,因为在经验的意义上“无条件”是不可能的。然而教育爱作为一种价值事务,本就不能通过经验论证来证明其可能性和规范性意涵,而需诉诸于先验论证。先验论证表明,自由体间的关系是使无条件的教育爱得以可能的先验条件;其规范性的意涵是教育者对作为自由体的受教育者的绝对尊重和维护,它要求作为爱者的教育者在意识之中隐去受教育者的一切功能性角色并承认受教育者作为自由意志存在的无限性和不可被理解。这一无条件的教育爱对于教育具有构成性的意义:因为正是在无条件的教育爱中,受教育者才能生成位格,进而使其自身所承载的理念性价值得以浮现,并由此学会“自爱”。

If‘education love’is understood as an unconditional love that delivers from educators to educatees,it will possibly deny the necessity of love for education.This is because the‘unconditional’is impossible in an empirical sense.However,the nature of educational love as a value matter makes its meaning possible and normative,which can only be realized by transcendental argument instead of empirical argument.Such a transcendental argument shows that the relationship between free agents is the transcendental condition that makes the educational love possible.And the normative meaning of unconditional love of education implies absolute respect and protection of the educator to the educatee as a free agent,which requires the educator,as a lover,to conceal all functional roles of the educatee in his consciousness and to acknowledge the infinity and incomprehensibility of the educatee who owns a free will.This unconditional love of education is a constitutive rule of education.Only with the unconditional love of education,can the educatee develop a real personality and then realize the ideological value carried by himself and learn self-love.