论教育学的想象力——人之存在境况的视角

Pedagogical Imagination from the Perspective of Condition of Human Existence

如何帮助人准确把握时代状况以洞察自身的存在境况进而更好地存在于世,呼唤着教育学想象力的理论研究。教育学的想象力生发于人对教育行动的体察和反思之中,以自觉关怀人的生长和深刻洞察其生命存在意义为核心,以人之真实存在境况的持续改善为目的,在教育探究本性的彰显、教育行动的改善及教育人文精神的重整方面极具价值。长时以来,唯学科化倾向的教育学知识建构逻辑对人的遮蔽、技术理性对教育行动的桎梏以及“碎片化”教育研究对教育行动正当性的消解共同遏制了教育学的想象力。故而,促使教育学研究能够依据教育行动来建构教育学知识以回归原点、促使知识融通以重整教育的人文精神,以及丰富教育行动以创新教育学知识,也就成为教育学想象力关照人之存在境况的基本实现路向。

Theoretical research on pedagogical imagination is in demand to help people accurately grasp the situation of the times and gain insight into their conditions for the purpose of better existence in the world.Pedagogical imagination,stemming from people’s observation and reflection on educational actions,focuses on coconsciously caring for people’s growth and discerning the meaning of their existence and aims at continuous improvement of the conditions of their existence,hence extremely valuable in manifesting the nature of educational inquiry,improving educational actions and reorganizing the educational humanistic spirit.However,pedagogical imagination has long been suppressed due to the fact that discipline-oriented construction logic of pedagogical knowledge has obscured the significance of human beings,technological rationality has suppressed educational actions and fragmented educational research has disintegrated the justification of pedagogical actions.Therefore,to take the condition of human existence into account in educational imagination,it is advisable to construct pedagogical knowledge in accordance with the educational actions to return to the origin of education,reorganize the humanistic spirit of education by promoting the integration of knowledge and innovate pedagogical knowledge by enriching educational actions.