教育研究的本体论思维方式及其转变探析  

A Study on Ontological Thinking Styles and its Transformation in Education Research

作　　者：卢建筠[1] 

机构地区：[1]湛江师范学院教育科学院

出　　处：《现代教育论丛》2010年第8期2-9,共8页Modern Education Review

摘　　要：社会现实与教育实践中存在的危机、自然科学的进展以及哲学的变革都为我们进行本体论思维方式转换提供了可能性。从本体论思维出发,可将宇宙观分为两大类:实体性的宇宙观和生成性的宇宙观。而以这两类思维方式透视教育也就分别引发了两类相应的教育观。实体性思维重视一种单子式的思维,将宇宙看作一个坚固的、没有生命的物质性实体,于是相应的教育观也就是相对更重视教育目的的现实性、教育内容的知识性、教育规律的必然性和普遍性、教育方式的工程技术性。而生成性思维则将宇宙看成一个富有生机的、动态生成的过程性存在,于是其教育观也就更重视教育生命的自我生成,重视学校、社会环境对人类生成的支持性条件,重视教育过程中的流动性、选择性、可能性、或然性和启示性以及教育事件的重要价值;可以说,这是一种真正民主的、可持续性的教育。The crises in the society actuality and education practice, advancement of natural sciences and the change of philosophy all provide possibility for the transformation of ontological thinking. From the perspective of ontological thinking, cosmos could be classified to two sorts： a substantial cosmos and a becoming one. Substance thinking thinks much of monad-style thinking, that is, to regard the universe as a solid, lifeless substance, and then its corresponding education viewpoints may be together with the treats of actuality of education aims, knowledge of education content, utility of education laws, universality and engineering--technique of education working styles. However, becoming thinking takes the cosmos as a living, dynamic and becoming existence. Thus its corresponding education views attach importance to becoming by itself of educational life, regarding highly the supportive conditions to human becoming from schools ＆ social environment, of course it thinks much of the fluidity, choices, possibility, probability, inspirations and the value of educational events of the education process. So we may conclude that this is really a kind of democratic, sustainable education.

关 键 词：本体论 生命 实体性思维 生成性思维 教育思维转变 

分 类 号：G40-02[文化科学—教育学原理]