洞穴隐喻与教师存在之迷思  

Metaphor of Cave and Perplexities of Teachers' Existence

作　　者：曹永国[1] 

机构地区：[1]苏州大学教育学院,江苏苏州215123

出　　处：《当代教师教育》2017年第1期34-40,共7页Contemporary Teacher Education

基　　金：国家社科基金教育学一般课题(BIA130077)

摘　　要：作为一种教育的经典隐喻,洞穴隐喻表达了教师存在的特性和复杂形象。它并没有提供解决的具体方案,却展现了成为一个教师所要面临诸多真实困惑、各种关系之间的纠葛。洞穴隐喻以隐喻的形式保全了教师行为的完整性,提供了诸多关于教师的想象和思想阐释,迫使教师认真地思考自身,努力避免一种自我的无意识的存在、单一化的思维与规则主义的行为方式。As a classical metaphor of education, the cave metaphor implies the characteristics and complex images of teachers＇ existence. Although it fails in providing a concrete way to solve the problems of teachers＇ existence, the metaphor does reveal real perplexities and disputes a teacher has to encounter. The cave metaphor ensures the integrity of teachers＇ conducts via the metaphorical form, and furnishes us with great imagination and thinking about a teacher, forcing a teacher to think over his or her self identity to avoid self-unconscious existence, a unitary thinking and being a routineer.

关 键 词：洞穴隐喻 教师 自我认同 复杂性思维 

分 类 号：G40-02[文化科学—教育学原理]