论教师创造性教学勇气的缺失与养成——关于创造的一种哲学追思  

On the Lack and Cultivation of the TeachersCourage of Creative Teaching——Philosophical Thinking about Creation in the Context of“Courage”

作　　者：张素雅[1] 

机构地区：[1]华中师范大学教育学院,武汉430079

出　　处：《教师教育论坛》2013年第7期51-56,共6页Teacher Education Forum

基　　金：湖北省教育科学"十一五"规划2010年度重点课题"师范生免费教育政策下创新人才培养模式的探索与实践"(课题编号:2010A022);湖北省人文社会科学重点研究基地湖北省基础教育研究中心"启航"项目"创造性人才培养模式的探索与实践"(项目编号:11QH009)

摘　　要：西方哲学史上关于勇气的探索可以划分为智慧的勇气、存在的勇气和创造的勇气。创造的勇气是一种超越了智慧和存在,并且集合了个体的觉知、理性、智慧、信念、情感、意志、敏感性、价值倾向等于一体的完整的、充满生命力的意识状态。然而,教师在创造性教学的实践中面临着来自个体与知识分离的威胁、个体与群体分离的威胁、个体自身分离的威胁,使教师失去了创造的勇气。面对现实的困境,教师需要克服怀疑与恐惧,培育参与世界的勇气;审慎思考与判断,培养参与他者的勇气;肯定内心的自我,养成参与自我的勇气。In the history of western philosophy, there are three kinds of courage： wisdom of courage, courage to be and courage to create. The courage to create is a complete state of conscious- ness, which surpasses wisdom and being, containing individual awareness, rational, wisdom, be- lief, emotion, will, sensitivity, value tendency and so on. The causes that teachers lose courage of creation are the separation between individual and world, the separation between individual and group, and the separation in internal individual. Therefore, there are three main ways to cultivate the courage to create. Firstly, teachers need to overcome doubts and fears, and foster the courage to participate in the world; then, think and judge carefully, and train the courage to participate in the others; finally, construct self-affirmation, and cultivate the courage to participate in ourselves.

关 键 词：勇气 创造 分离 参与 

分 类 号：G451.1[文化科学—教育学]