海德格尔面向思的教育及其理论困境  

Education Facing to Thinking of Heidegger and Its Theoretical Predicaments

作　　者：黄漫[1] 刘同舫[2] 

机构地区：[1]华南师范大学马克思主义学院 [2]浙江大学马克思主义学院

出　　处：《教育研究》2016年第12期12-21,共10页Educational Research

摘　　要：技术统摄下的现代性时代促使教育走向技术化的危险,人性扭曲与教育被动化成为当下教育面临的严峻问题之一。海德格尔批判适应于技术世界的教化教育,认为以范型为前提的固化培养模式使人被异化为无思想的个体。他提出面向思的教育来抵抗技术世界的霸权控制,引导学生在可待思虑的缺失面前保持开放态度,培养学生泰然任之与沉思的能力,促使其返回人的本己性。这种哲思倾向的教育方式对教育中唤醒沉思思想、强化人文素质教育和倡导参与性情境化教育具有借鉴意义,但其理论所潜含的形而上学困境及由此所导致的践行困难需要我们审慎对待。With the technology ruling in the times of modernity, education has gone into the danger of technologization. The human nature is distorted and education turns into a passive form in teaching and studying, which become the serious problems of current education. Heidegger criticizes the bildung education which adapts to the development of technology world, and thinks that the fixed training model based on the paradigm will make persons alienated as individuals without any thought. He resists the control of technology world with education facing to thinking. He holds that students should be led to stay before the absence of the thought-provoking things and keep open to them. Education facing to thinking aims to make students obtain the ability of ＂Gelassenheit＂ and ＂Besinnung＂, and help them return to their human nature. The education with philosophical tendency is relevant to arouse thinking in education, strengthen humanistic quality education, and also advocate the education way of participating into the situation. Otherwise, the metaphysics predicaments that Heidegger＇s theory contained and its resulting difficulties in education practice should both be taken prudently.

关 键 词：海德格尔 技术化 教化教育 面向思的教育 

分 类 号：G40-09[文化科学—教育学原理]