生命特性在儿童教育中的疏离与回归——基于柏格森生命哲学的视域  

The Alienation and Return of Life Characteristics in Children's Education——Based on Bergson's Philosophy of Life

作　　者：夏梦 陶嘉欣 张晋[1] 

机构地区：[1]西南大学教育学部,重庆400715

出　　处：《教育与教学研究》2018年第9期10-15,共6页Education and Teaching Research

基　　金：四川省高等学校人文社会科学重点研究基地农村幼儿教育研究中心项目"供给侧改革中农村幼儿园师资配置研究"(编号:NYJ20160615);苏州市教育科学"十三五"规划课题"苏州市社区早期家庭教育公共服务供给研究"(编号:16122172)

摘　　要：生命是人的载体和根本,关注生命是人的发展的必然要求,也是教育的逻辑起点。从柏格森生命哲学出发,儿童是完整的生命存在,具有成长时间性、自我创造性和学习直觉性三种最基本的特性。针对儿童教育过程中忽视儿童生命特性的现象:儿童的成长时间性被忽视,儿童的自我创造性被剥夺,儿童的学习直觉性被抹杀等,教育者需遵循儿童的生长时间大纲、释放儿童的生命活力、引导儿童的直觉体验,在儿童教育中重新建立起生命特性取向的儿童观。Life is the carrier and foundation of human beings.Paying close attention to life is the inevitable requirement of human development,and it is also the logical starting point of education.Starting from Bergson's philosophy of life,it is thought that children are complete life existence,with the three basic life characteristics of growth time,self-creativity and learning intuition.In view of the phenomenon of neglecting children's life characteristics in the process of children's education,educators should follow the outline of children's growth time,release children's life vitality,guide children's intuitive experience,and re-establish the concept of life-oriented children in children's education.

关 键 词：生命特性 生命哲学 柏格森 儿童教育 

分 类 号：B40-02[哲学宗教—外国哲学] G620[文化科学—教育学]