试论“生命·实践”教育学的“共生”

The“symbiosis”of“life·Practice”Pedagogy

“生命·实践”教育学具有鲜明的“共生”取向和突出的“共生”特征,主要表现在三方面:一是“生命·实践”教育学派的“共生”,主要通过学派领衔者、第二代学人、第三代学人各自的主动“生长”并在几代学人的赓续接力中得到“共生”;二是“新基础教育”实践的“共生”,主要通过合作学校的“互惠”、合作学校师生的“互成”得到“共生”;三是“生命·实践”教育学与“新基础教育”实践的“共生”,主要通过理论与实践的“互化”、成事与成人的“互济”得到“共生”。而“共生”也成为印刻在“生命·实践”教育学和“新基础教育”实践中的独特标记。

“Life·Practice”Pedagogy has distinct“symbiosis”orientation and“symbiosis”characteristics,in three aspects:One is the“Life·Practice”Pedagogy school“symbiosis”,mainly through the school leader,the second generation,the third generation of scholars respective active“growth”and in several generations of continuous relay“symbiosis”.Second,the“symbiosis”of the practice of“New Basic Education”is mainly obtained by the“symbiosis”through the“mutual benefit”of cooperative schools and the“mutual formation”of teachers and students of cooperative schools.Third,the“symbiosis”of the“Life·Practice”Pedagogy and the“New Basic Education”practice is mainly obtained by the“symbiosis”through the“mutual integration”of theory and practice,and the“mutual assistance”of success and adults.And“symbiosis”has also become a unique mark engraved in the practice of“Life·Practice”Pedagogy and“New Basic Education”.