柏格森“生命哲学”视域中的教师时间审视与重建

The Examination and Reconstruction of Teacher Time in the Perspective of Bergson’s“Philosophy of Life”

教师的发展是一种融入教师生命的实践,离不开时间的绵延与经历的承载。在技术至上、效率至上的时代背景下,教师往往被“科学时间”所裹挟,这使教师生活沦为“无我化”“制度化”“平庸化”的存在,从而造成教师深层自我与表层自我的分离,导致意义感与自由的阙如。通过对科学时间局限的反思,发现柏格森“生命哲学”的时间观给予教师发展以新的启示。基于对柏格森“真正时间”的理解,教师时间的重建与自我生命的发展需要从主体层面使教师拥有“反思的时间”,唤醒自我觉知;从制度层面使教师获得“连续的时间”,突破制度阻隔;从意义层面使教师享有“自由的时间”,获得生命成长。

Teacher’s development is the practice of a teacher’s life,the continuation and completion of time.Under the background of technology supremacy and efficiency supremacy,teachers are often trapped by“scientific time”,which makes teachers’lives become“non-selfization”,“institutionalization”and“banalization”,and leads to the separation of teachers’deep self,the loss of teachers’self-identity and the lack of sense of consciousness and freedom.Reflecting on the limitations of science time,Bergson’s philosophy of“real time”brings new inspiration for the teachers’professional development.Based on Bergson’s understanding of“real time”,the reconstruction of teacher time and the development of self-life need to enable teachers to have“time for reflection”and awaken self-awareness from the subject level;to enable teachers to obtain“continuous time”from the institutional level;and to enable teachers to enjoy“free time”from the meaning level,and achieve life growth.