论教师的“哲学运思”之境  

Calling for the Teachers with Doing Philosophy Thinking

作　　者：洪秀敏[1] 姜勇[2] 

机构地区：[1]北京师范大学教育学部,北京100875 [2]华东师范大学教育学部,上海200062

出　　处：《教师教育研究》2015年第4期1-5,共5页Teacher Education Research

基　　金：教育部人文社科青年规划项目(11YJC880039)成果之一

摘　　要：受工具理性主义的影响,以往在探讨教师成长时,更多关注教师的技术之思,这往往使教师陷入"常人自我"与"教育惯习"的藩篱。随着现象学教育学、批判教育学、女性主义教育学、教育人类学等理论思潮的兴起,人们开始关注教师哲学之思的重要性。教师进行哲学运思,能形成对教学与学习的批判意识。教师进行哲学运思,成为有"思"的教师,不仅能提升专业意识的觉醒,"心灵的转向",而且更为重要的是能促进个人专业成长,成为"解放"的教育者。为促进教师的自主成长,必须使教师进入哲学运思之境。为此,教师要成为"意识唤醒"的教育者、"价值之思"的教育者、"文化生成"的教育者。People often used to focus on the technical thinking of teachers in the view of instrumental ra-tionality, which makes the teacher entrapped in the condition of ＇ common self＇ and ＇ educational habit＇ In recent years, the philosophy thinking of teacher is more and more strengthened, with the impact of educa-tional phenomenology, critical pedagogy, feminism pedagogy, and educational anthropology. In order to improve the teacher＇ s automatic development, teacher should use the philosophy thinking. Teacher should be the sensitive educator, thinking educator, and cultural educator.

关 键 词：教师 哲学运思 自主成长 

分 类 号：G40-02[文化科学—教育学原理]