生存论现象学视野下的教育史学研究
The Research on Historiography of Education from the Perspective of Existential Phenomenology
冯仙芝 1李先军1
作者信息
- 1. 华中师范大学教育学院,湖北武汉 430079
- 折叠
摘要
在理性主义的影响下,教育史研究将教育活动理论化,而较少关注教育史实背后教育活动的生存论维度和存在意义.生存论现象学是对教育史学忽视对教育活动生存意义探讨的批判,是对教育活动研究程式化的反击,是对教育史文本书写技术化与模式化的驳斥.生存论现象学有助于增强教育史中"人"的地位,使研究者从生存论维度解读教育活动,并为教育史书写提供新的视角.研究者在借用生存论现象学进行研究时,应关注教育主体的生存意义,运用理解和想象诠释教育活动,用多重叙事手法书写教育史.
Abstract
Under the influence of rationalism,educational history studies theorize educational activities,but pay less attention to the existentialist dimension and existence significance of pre-logic activities of educational his-tory.Existential phenomenology is a criticism of education history ignoring the significance of the survival of educa-tional activities,a counterattack of the formatting of educational activities,and a refutation of the technicalization and modeling of educational history text writing.Existential phenomenology helps enhance the status of"people"in the history of education,enables researchers to interpret educational activities from the dimension of existential phe-nomenology,and provide a new perspective for the writing of educational history.Researchers should pay attention to the significance of the educational subject's survival when borrowing the phenomenon of existence,use under-standing and imagination to interpret educational activities,and write the history of education with multiple narrative methods.
关键词
生存论现象学/教育史学/生存活动/生存意义Key words
Existential phenomenology/Educational historiography/Survival activity/Meaning of survival引用本文复制引用
出版年
2024
NETL
NSTL
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