教育之为教育的再发现——阿伦特保守主义教育观及其现实意义

The Rediscovery of Education:Arendt’s Conservative Educational Philosophy and Its Practical Significance

立足现代性引发的“世界异化”危机,阿伦特从“人是被境况规定的存在者”这一人性论基础入手,以“创生性”与“保守性”这对具有悖论性相容关系的概念为工具,对教育之为教育的本质予以辩证的解读:教育既具有将“世界”介绍给儿童的使命,又承担将儿童引入“世界”的责任。在“创生性”与“保守性”之间蕴含着教育的新旧辩证法与公私辩证法。阿伦特对“创生性”与“保守性”的阐发,既是对彼时教育本质误解的清除,也是对“保守性”这一教育首要本质的申论。现实教育正是在新与旧、公与私的辩证关系中,观照现实问题,形成权威与责任的双向互动,不断开辟一条自我照亮之路。因此,阿伦特保守主义教育观具有极强的现实意义。

Based on world alienation crisis caused by modernity,Arendt initiates from the basis of human which is“Men are conditioned beings”and uses the paradoxical concepts of natality and conservatism to dialectically interpret the essence of education:education has the mission to introduce the world to children and the responsibility to lead children into the world.Between natality and conservatism lies the dialectics of old and new and the dialectics of public and private of education.Arendt’s explanation of natality and conservatism clears the misunderstanding of the essence of education at that time,and is also a discussion of conservatism,the primary essence of education.In the dialectical relationship between old and new and public and private,real education looks at practical issues,formulates two-way interaction between authority and responsibility,and constantly seeks for self-illumination.Therefore,Arendt’s conservative educational philosophy has a strong practical significance.