知识与生存——教育认识论新论  

Knowledge and Existence——The Reelaboration on the Epistemology of Education

作　　者：朱新卓[1] 

机构地区：[1]华中科技大学教育科学研究院,湖北武汉430074

出　　处：《高等教育研究》2015年第9期26-35,共10页Journal of Higher Education

基　　金：国家社会科学基金项目(10CKS023)

摘　　要：认识始于生存环节的中断,基于生存实践的逻辑,止于对存在意义的建构。知的自身作为人认识所得的原初处所,以领会和直觉的方式存在于生命和实践中。知的自身在实践中发挥作用时才显现出来,行是知之体。知的自身有助于人拓展澄明的世界并开展本真的生存。学生在学校中学习知的载体,需要以在日常生活中积累的存在性联系和直接经验为基础去活化和消化,以体会知的自身;进而将其应用于自身的生存,从而超越知识的功利价值,使知识学习有助于因缘整体的扩大、澄明世界的丰富、生命自我经验的提升。唯此,才能从知识走向意义,才能实现知识的教养功能以及促进人全面发展、改进人与周围世界之间关系的功能。Cognition begins with the interrupt of existence, bases on the existence logic, and ends with the construction of meaning of existence. As the original place of the getting from cognition, knowledge itself exists in life and practice by understanding and intuitive way. Action is the form of knowledge itself, because only when knowledge itself works in practice we can understand it. As the true meaning or essence of knowledge, knowledge it self could promote authentic existence of human beings. Knowledge learning in schooling need to activate and digest the knowledge from the textbook by the connection of existence and direct experience, need to use the knowledge in daily existence, to transcend the utilitarian value of knowledge to promote the experience of oneself. Then we could walk into meaning from knowledge; could walk into the upbringing function and the comprehensive development function from the function of knowledge teaching.

关 键 词：知行关系 知的自身 教育认识论 知识传授 

分 类 号：G640[文化科学—高等教育学]