想象哲学及其对儿童想象生态建构的启示

The Philosophy of Imagination and Its Enlightenment on the Construction of Children's Imagination Ecology

想象作为人类重要的精神活动,长期以来未能受到应有的重视,甚至在很大程度上人们对想象存在贬视和误解。在柏拉图开启的西方理性主义身心二元论传统中,想象被视为最低等级的心灵状态,是感性与知性之间的中介。康德提出了想象力作为“先验”能力的新概念,使想象从逻辑上成为经验建构的潜在基础。在整个20世纪,胡塞尔开启的现象学想象哲学从更广泛的本体论意义上对想象进行了较为彻底的研究,将想象视为一种呈现和创造现实的构成性力量。巴什拉和梅洛-庞蒂突破意识哲学,通过考察儿童时期身体与世界原初接触时的物质(元素)想象开辟了想象本体论的新路径。儿童想象是身体与周围世界建立原初的深层互动关系并不断生成意义的过程,这个过程也是人对世界陷入更深层次的情感关涉的过程,想象因此成为一种与世界相亲的存在方式。这些研究启发我们,儿童教育亟须确立想象的本体论价值取向,守护儿童想象的时空,支持儿童游戏对想象的生动呈现,从而为儿童建构良好的想象生态。

In the Western rationalist tradition of mind-body dualism initiated by Plato,imagination is regarded as the lowest-ranking state of mind,mediating between sensibility and understanding.Kant put forward a new concept of imagination as"transcendental"ability,which makes imagination logically the potential basis of experience construction.Throughout the 2oth century,the phenomenological philosophy of imagination initiated by Husserl conducted a more thorough study of imagination in a wide ontological sense,in which imagination is seen as a constitutive force for presenting and creating reality.Bachelard and Merleau-Ponty broke through the philosophy of consciousness and opened up a new path to the ontology of imagination by studying the material(elemental)imagination of the body in its initial contact with the world in childhood.Children's imagination is the process of establishing a deep and original interactive relationship between the body and the world and continuously generating meaning.These studies inspire us to believe that children's education urgently needs to establish an ontological value orientation of imagination,protect the time and space of children's imagination,support the vivid presentation of imagination in children's play,and thus construct a good imagination ecology for children.