主体确立与异化:拉康视角的教育省思  

Establishment and Alienation of Subject:Educational Reflections from Lacan's Perspective

作　　者：楚江亭[1] 郭德红[2] CHU Jiang-ting, GUO De-hong2(1. Faculty of Education, Beijing Normal University, Beijing , 100875 ; 2. Institute of High Education Research, Central University of Finance and Economics, Beijing, 100081)

机构地区：[1]北京师范大学教育学部,北京100875 [2]中央财经大学高等教育研究所,北京100081

出　　处：《清华大学教育研究》2018年第1期39-45,共7页Tsinghua Journal of Education

基　　金：北京市"十二五"教育科学规划2015年度重点课题"社会实践理论视野中大学生存在性焦虑问题研究"(ADA15163);北京师范大学自主科研基金项目"当代大学教师存在性焦虑问题研究--社会实践理论的视角"(SK22A2015004)

摘　　要：作为当代法国著名的精神分析学家,雅克·拉康的主体构建理论不仅被越来越多地应用于心理学、哲学、文学等领域,同时也对教育产生了深远影响。该理论显示,主体的确立源于婴儿把镜中的影像内化为"自我",经过逐渐与周围"小他者"、"大他者"认同,最终形成"无意识主体"。基于这一视角,我们认为:在教育教学中应关注主体间性的教育,倡导主体之间的平等交往与对话;在将学校培养目标"他者"内化为学生"自我"的过程中,防止学生"主体异化";对教师的评价也应着眼于促进教师主体"自我"的成长与发展。As a famous French philosopher and psychoanalyst, Jacques lacan＇s subject theory is ap- plied not only to areas such as psychology, philosophy, literature, and also has a great influence on ed- ucation. The theory suggests that the establishment of the subject is stemmed from the image that the infant transforms the reflected image into the concept of self. After gradually identifying with the little otherness and big otherness, the unconsciousness of subject is finally formed. Looking from this per- spective, it is required to shed light upon the inter-subjectivity education, equal interactions and dia- logues between subjects. Furthermore, the transformation process from otherness to selfness should be monitored to prevent alienation. Finally, the teacher evaluation should be aiming to the enhancement of growth and development of teachers＇ self.

关 键 词：雅克·拉康 主体构建 他者 教育省思 

分 类 号：G446[哲学宗教—心理学]