生命教育反“贫困”之实践维度审思——基于柏格森生命哲学视角

Reflections on the Practical Dimension of Life Education Against‘Poverty'--Based on Bergson’s Life Philosophy

起源于19世纪的生命哲学以非理性主义色彩反思和批判了极度膨胀的科技理性,让人们越来越关注生命与心灵生活的内在深度。生命教育是一种直面生命和人的生死问题的教育。发轫于20世纪初、关注个体生命存在的柏格森生命哲学,为学校教育实现生命教育反“贫困”提供了重要视角。在柏格森的冲动绵延、直觉的哲学视角下,生命教育面临贫困、冷漠和绝望之战。生命教育应从知识建构、技能建构和精神建构三个实践维度反“贫困”,以唤醒生命冲动,体验生命綿延,感悟生命直觉。

The philosophy of life,which originated in the nineteenth century,reflected on and criticized the extremely expander!scientific and technological rationality with irrationalism,making people more and more concerned about the inner depth of life and spiritual life.Life education is an education that directly faces the life and issues of human life and death.Bergson's philosophy of life,which started in the early 20th century and cared about the existence of individual life,provides an important perspective for school education to realize the life education against^poverty\According to Bergson's philosophy of impulse,continuity and intuition,life education is now faced with the hattleswith poverty,indifference and despair.Life education should fight against“poverty”from three practical dimensions of knowledge construction,skill construction and spirit construction,thus awakening the impulse of life,experiencing the continuance of life,and realizing the intuition of life.