“游戏人”与“符号人”对儿童形塑的教育价值与启示

“Human of Play” and “Human of Symbol”: Educational Value and Lessons to Learn for Child Cultivation

儿童教育异化的本质为人的异化。教育异化现象难以直接通过教学方式方法的改变而得到根本改善,需要回到人的本质的哲学层面进行反思。《游戏的人》和《人论》作为“游戏”和“文化”领域两部著名的人性论著作,对儿童形塑的应然状态具有重要的教育价值和启示。在“人是游戏者”的本质论视域下,游戏作为文化之母赋予儿童教育以游戏的精神基质,人的游戏功能打开了儿童教育的新秩序,人的游戏本体指明了儿童教育的终极目标。透过“人是符号的动物”之人性观可知,人的符号本质定性儿童教育以文化人的本质,人的符号功能打开了儿童教育的内容世界,人的符号劳作实现儿童教育的人性完善。两种人性论启示我们:在具体的教育实践中应发挥儿童个体层面的游戏性与符号性;注重社会层面的共同规则与文化传承;通过对话实现个体与社会的统一,以最终实现儿童作为人的心灵自由。

The nature of children’s educational alienation is human alienation. It is difficult to fundamentally improve the phenomenon of educational alienation in terms of methods, and it is necessary to come back to reflect upon the philosophical level of human nature. Johan Huizinga’s Homo Ludens and Ernst Cassirer’s An Essay on Man are two well-known books on human nature, which can provide important educational value and lessons to learn for child cultivation. In the essentialism of “human is game player”: as the mother of culture, game play gives children’s education the spiritual context of play, and the human playing function starts the new order ofor children education, and the human’s playing ontology clarifies the ultimate goal of children’s education. Through the human nature view of “human is an animal of symbols”, we could realize: the symbolic essence of human beings defines children’s education as the essence of cultural human, the symbolic function discloses the content of children’s education, the symbolic work of people realizes the human nature improvements of children’s education. Two theories of human nature inspired us following aspects in concrete educational practice: to allow sense of play and sense of symbol of children at individual level;to pay attention to the common rules and cultural inheritance at social level;to realize the unity of individual and society through dialogue, so as to realize children’s spiritual freedom.