那个被称作“学校”的地方——学校教育合法性危机的现象学考察

The Place Called “School”:a Phenomenological Study of the Legitimacy Crisis of School Education

学校教育的合法性危机主要表现为对学校教育的“逃离”与“抛弃”、“崇拜”与“痴迷”以及“摇摆”和“迷离”,其隐含的问题实质是对“学校教育”与“教育本身”关系的混淆及学校教育自身行动逻辑的被遮蔽。对学校教育进行现象学式的考察,是在“去蔽”与“还原”过程中探寻学校教育内在规定性的致思路径,主要涵括对“在学校”教育的场域考察、“学校化”教育的视域考察以及“属学校”教育的境域考察。回到学校教育的实事本身,需要对学校教育进行“现象还原”“本质还原”和“先验还原”,从“既定观念”的围困转向“可能边界”的突围,从“符合经验”的追认转向“去蔽明见”的统摄,从“是其所是”的直观转向“是其所应是”的追问,显现“学校·教育”的返魅之路,最终在不断的敞开与回问、立义与充盈中,进入“学校·教育”自我照亮的澄明之境。

The legitimacy crisis of school education is mainly manifested in “escape” and “abandonment”, “worship” and “obsession”, as well as “swing” and “disorientation” of school education. The underlying problem is the confusion between “school education” and “education itself” and the concealment of school education’s own logic of action. The phenomenological investigation of school education is a way to explore the inherent regularity of school education in the process of “disclosure” and “reduction”, mainly including the study of the field of “in school” education, the “schooling” education and the school-based education. Back to the facts of school education itself, it is necessary to carry out “phenomenon reduction”, “essence reduction” and “priori reduction” of school education. By turning from the siege of “established concept” to the breakthrough of “possible boundary”, from the recognition of “conformity with experience” to the unification of “obscure view”, from the intuition of “what it is” to the inquiry of “what it ought to be”, the path of enchantment of “school-education” is revealed. Finally, in the process of continuous opening and replying with questions, making sense and enrichment, we will enter the clear realm where “school-education” illuminates itself.