从被动责任到主动责任:他者性理论的内在超越及其教育

From Passive Responsibility to Active Responsibility:Internal Transcendence of the Otherness Theory and Its Education

以列维纳斯为代表的他者性理论使主体从主体间性转向了他者性,即从为我转向为他,从自由转向责任,从平等互惠转向单向为他,从理智本质转向伦理本质。然而,他者性理论有必要从被动他者性走向主动他者性,即从罪恶责任走向神圣责任,从被迫责任走向自觉责任,从为他人负责走向为天地立心,从机械履责走向主动创生。由此,他者性理论的教育意义即在于以"为他之行"育"为他之才":在目的上,教育即培养为他之德能兼备之人;在内容与方法上,教育既是"正其不正以归于正"的德性矫正,又是非对称师生伦理关系的再生成。

The transcendence of intersubjectivity by the theory of otherness,represented by Emmanuel Levinas,lies in the transformation of the subject from intersubjectivity to otherness:from "for me"to"for him",from "freedom"to"responsibility",from "equality reciprocity"to"only for others",from "rational ability"to"moral virtue".However,it’s necessary for the otherness theory to transform passive otherness theory into positive otherness theory:from evil responsibility to sacred responsibility,from forced responsibility to conscious responsibility,from anthropocentrism responsibility to ecological responsibility,and from mechanical responsibility to active creation.Therefore,the educational significance of the theory of otherness can be summed up as follows:developing people’s responsibility for others by teachers’ responsibility for students.Its educational aim is developing people’s responsibility sense and capability,and its educational content and methods is not only the moral correction of"returning to the right",but also the reproduction of the non-symmetrical ethical relationship between teachers and students.