儿童形而上学存在的实现道路

The Realization of Children’s Metaphysical Existence

教育学意义上的儿童概念正在逐渐消解儿童存在之完整意涵,其原因在于教育学理论和实践研究总是无意识地把具象的个别儿童与一般的形而上学的儿童对立起来。从哲学上看,儿童形而上学之分析是对个别儿童认识的一种奠基性活动。儿童形而上学研究的实现道路是从赫拉克利特开始的,尼采和海德格尔丰富了赫拉克利特所昭示的道路。此后,梅洛·庞蒂、阿甘本等哲学家继续走向了儿童形而上学的实现道路,从而开启了一条儿童形而上学存在的历史发展线索。儿童作为一种形而上学存在之研究,不是对具体的个别儿童认识之排斥;相反,是在一种更为完整的意义上丰富已有的儿童认识。因此,教育学需要承认儿童存在的整全性,相信儿童可以反哺教育学理论,把尊重儿童、儿童友好等理念作为教育实践的方法论。

The concept of children in pedagogical sense is gradually dismissing the complete meaning of children’s existence,which is due to the fact that pedagogical theory and practical research always unconsciously contrast the concrete individual child with the general metaphysical child.Philosophically,the analysis of children’s metaphysics is a foundational activity of understanding individual children.The realization of metaphysical research on children started from Heraclitus,and Nietzsche and Heidegger enriched Heraclitus’path.Since then,philosophers such as Merleau-Ponty and Agamben have continued to move towards the realization of metaphysics for children,thus opening a historical development clue of the existence of metaphysics for children.The study on children as a metaphysical being is not a rejection of the specific knowledge of the individual child;rather,it enriches the existing knowledge of the child in a more complete sense.Therefore,pedagogy should acknowledge the integrity of children’s existence,believe that children can feed pedagogy theory,and regard“respect for children”“children friendly”and relevant ideals as methodologies of educational practice.