创生—传承—化育:符号教育的内生逻辑——基于对壮族“坡芽歌书”符号的调研分析  

Creation,Inheritance and Cultivation: the Endogenous Logic of Symbol Education——Based on the Field Investigation into the Symbols of Poya Song Book of Zhuang Ethnic Group

作　　者：米恩广[1] 权迎[2] 

机构地区：[1]南京大学政府管理学院,江苏南京210023 [2]昆明学院教师教育学院,云南昆明650214

出　　处：《中央民族大学学报（哲学社会科学版）》2014年第6期72-76,共5页Journal of Minzu University of China(Philosophy and Social Sciences Edition)

基　　金：教育部哲学社会科学研究重大攻关项目"民族地区教育优先发展研究"(项目编号:08JZD0027)的阶段性成果

摘　　要：符号活动包括符号的创生与传承,使符号化对象的经验知识得以凝结,符号背后的意蕴得以产生和彰显,并通过符号的使用将这些丰富的知识和意蕴得以传承和化生,实现对人的发展的影响,并通过创生与传承的统一,实现化育过程的完整。Symbolic activities including the creation and inheritance of symbols not only fulfill the condensation and record of experiences and knowledge from symbolic objects but also reveal the implication hidden behind the symbols. In addition,the rich knowledge and connotation can be inherited and transformed to group members through the exercise of symbols,promoting the fulfillment of individual development and realizing the whole process of comprehensive cultivation through integrating symbol creation and inheritance.

关 键 词：符号的生成 符号的传承 人的发展 符号教育 

分 类 号：C912.4[经济管理]