“生活·实践”教育的哲学辨识

Philosophical Identification of “Life Practice” Education

“生活·实践”教育不仅是一个重要的教育实践策略或路径,更是一个思想方案。它所聚焦的重大理论问题是,教育何以在本质上是“生活·实践”的。在教育本质研究的历史与传统中,教育“真理话语”主要有形而上学-神逻辑、历史-经验逻辑、生活-实践逻辑三种解释范式。“生活·实践”教育理论建立在马克思主义哲学基础之上,具有深厚的本体论意蕴。教育之所以在本质上是“生活·实践”的,是因为人的本质是生成的而非预成的,是在“生活·实践”中生成的,只有在“生活·实践”中,人才能得到自由全面的发展。“生活·实践”教育理论如想建立一个完整的教育观念系统,就有必要在本体论研究上着紧用力。

Life-practice education is not only an important practical strategy or path to education, but also an ideological scheme, which theoretically focuses on the issue: why education is essentially life and practice. In the history and tradition of studies on the essence of education, the “truth discourse” of education has three interpretation paradigms: metaphysical and divine logic, historical and empirical logic, and life and practice logic. The theory of life-practice education, based on Marxist philosophy, has profound ontological meaning.The reason why education is essentially life practice is that human nature is generated in life practice, rather than pre-formed. Only in life and practice can people acquire personal free and all-round development. This article believes that the research on ontology is essential to the construct of a complete educational concept system in accordance with life-practice education.