情感教育“整体性”精神的缺失与回归

Lack and Return of“Holistic Characteristics”in Affective Education

情感不仅是教育的重要维度,而且具有教育认识论价值。由情感特性所框定的整体性思维与教育所具有的“完整性”特征是一致的,由此也决定了情感教育的“整体性”精神意蕴。当代情感教育中存在着情感与认知关系的“对立化”、教育目标的“浪漫化”、教育方式的“抽象化”以及教育结果的“表层化”等不同程度的对情感教育整体性精神的扭曲和破坏。从人的整体性与人的发展的角度,凸显情感之于教育的认识论意义,应重申并回归基于认同的情感教育思维和观念,在联系性、完整性中实现教育从“给予-接受”到“需求-选择”的思维转变。这也是情感教育对人的存在和生命状态在教育中的另一种回应方式。

Emotion is not only an important dimension of education,but also has epistemological value for education.The holistic thinking framed by the emotion is consistent with the“integrity”characteristics of education,which also determines the“Holistic Characteristics”of affective education.There are some problems for affective education,such as the“opposition”between emotion and cognition,the“romanticization”of educational goal,the“abstraction”of educational method and the“superficialization”of educational result,which destroy the whole spirit of affective education.From the perspective of human integrity and human development,in order to highlighting the epistemological significance of affective education,we should reaffirm the educational thinking based on identity,and transforme the education from“giving-accepting”to“demand-choice”in connection and integrity.This is another response of affective education to human existence and life state in education.