费希特论教育的自由旨归——基于意志与法权的内外向度

The Inner Logic of Fichte’s Educational Freedom:A Vision of Politics and Philosophy

在西方教育史上,自由曾是崇高教育理想。如今,关于教育与自由关系的言说存在将自由精神异化、将自由理念概念化的问题。费希特认为,自由是包括教育活动在内的人类一切活动的旨归。他建立了以自由为核心的、包含内在意志和外在法权双重向度的思想体系。自由意志体现出人内心所具有的无限趋向自由的原始动力,既关乎人对善恶的选择,又意味着人拥有自我决定、选择和负责的意愿与能力。法权意在展现人的复数性生存方式。法权关系说明个体自由权利的双重前提:一是个体限制自身自由,二是“承认”他人自由权利。费希特通过意志和法权的论证,证明了人与人内外交互的主体性关系,阐明了个体与共同体的自由在本质上具有同一性,揭示了自由与教育的本质关联。教育是实现人的自由和自我完善的关键,是促进共同体发展的文化手段。教育既要保证高等学府的教学自由权利,也应充分激发个体内在的自由动力。教育应同时实现个体层面的自我教化与共同体层面的教养化,这要求学者阶层明确自身的职责与使命,协调和维持个人发展与社会发展的共步性,引领共同体的道德与文化发展。

Freedom has been valued as a noble educational ideal in the history of Western education.However,problems exist such as alienation of the spirit of freedom and conceptualization of the understanding of freedom in the thoughts on the correlated education and freedom.Believing that freedom was the ultimate goal of all human activities including education,Fichte established a freedom-centered ideological system that involves a dual dimension of internal free will and external legal rights.The free will reflects the primitive and infinite driving force of human’s inner tendency towards freedom,which not only determines one’s choice of good or evil,but also reveals an individual’s willingness and ability to self-determination,choice,and responsibility,and the legal rights aim to demonstrate the plurality of the way of human existence.The relationship based on legal rights illustrates the dual premises of individuals’access to freedom:limiting oneself while recognizing others’right of freedom.Fichte’s argument of free will and legal rights revealed humans’internal and external inter-subjectivity that clarified the homogeneity of freedom of individuals and communities and the essential relationship between freedom and education.Fichte emphasized that education is key to achieving human freedom and self-improvement as a cultural approach to a community’s development.Authors thus proposed that education must ensure higher education institutions’freedom of teaching and learning while stimulating individual intrinsic freedom and motivation of cultivation.Specifically,this requires both an individual’s duty and a community’s mission to be fulfilled for the freedom of education by the academic class to coordinate and maintain the balance between personal and social development and advance the moral and cultural development of a community.