教育学的生命之维

Pedagogy from the Perspective of Life

当“生命”被确立为教育学的基础性核心性概念的时候,意味着教育学的思考将从对生命的思考开始,建立起自己的学科视野,形成教育学的概念、范畴、思维方式和逻辑体系,同时也意味着教育学选择了“生命”作为切入教育现象的入口,建立起自己思考和研究的“视角”,即从“生命”的视角去观察、理解和阐发教育活动。在此过程中,教育学也确立了实践性介入式的理解“生命”的方式,从而使教育学成为一种以“生命实践”为核心底蕴的教育学。这里显现了两种具有互动性质的过程,即把教育学放到生命的视野之中,把生命放到教育学的视野之内。

When life is recognized as the basic concept at the core of pedagogy, it means pedagogy will build its own subject field of vision by thinking about life and then establish pedagogy's concept, category, way of thinking and logic system. It also means pedagogy chooses life as its approach to the educational phenomena, thus establishing its own perspective of thinking and researching, i.e. observing, interpreting and explaining educational activity from the perspective of life. During this process pedagogy also finds its own way of practical approach to the understanding of life so that pedagogy will become one with life practice as its core. Here emerge two interactive processes: placing pedagogy in the horizon of life and having life in the vision of pedagogy.