道而弗牵·强而弗抑·开而弗达——“善喻”三维在创新性人才培养中的当代意义  

Guiding Without Bridling,Encouraging Without Restraint,Inspiring Without Indoctrination:On the The Contemporary Implications of the Three--Dimensional"Inspiring"Thought("Shan Yu")in the Cultivation of Innovative Talents

作　　者：王运来[1] Wang Yunlai

机构地区：[1]南京大学教育研究院,南京210093

出　　处：《江苏高教》2020年第12期87-94,共8页Jiangsu Higher Education

基　　金：国家教育考试科研规划2019年度重点课题“高等教育普及化背景下自学考试转型发展研究”(课题编号为GJK2019022)。

摘　　要：怀特海的观点和《学记》的“善喻”思想形塑了作者的博士生指导风格。咬定启发式、放飞想象力、追求创造性,是作者指导博士生的基本理念。道而弗牵、强而弗抑、开而弗达“三维”,构建起指导博士生活动的主体框架,它们在不同的时段分别承担起了各自的“承重墙”作用:题目选择时段,注重道而弗牵;论文撰写时段,遵循强而弗抑;论点凝练时段,提倡开而弗达。咬定启发式、放飞想象力、追求创造性,集中地体现在论点凝练阶段,但又有机地“嵌入”在研究生培养的全过程之中。Whitehead’s views and the thought of "inspiring students" from "Xue Ji"(The Chapter of Learning from The Book of Rites) have shaped the author’s doctoral advising style. Insisting on heuristics, free imagination, and pursuing creativity constitute the basic idea of the author in advising doctoral students. The "three-dimension" of guiding without bridling, encouraging without restraint, inspiring without indoctrination constructs the main framework for advising doctoral students. The three dimensions respectively take the role of "load-bearing wall" at different periods: at the period of topic selection, emphasizing heuristics and guiding without bridling;at the period of writing, cultivating imagination and encouraging without restraint;at the period of condensing the argument, stimulating creativity and inspiring without indoctrination. Heuristics, imagination, and creativity are the main external manifestations of the three-dimensional metaphor, which are not only concentrated in the condensing stage of the argument, but also distributed in the entire process of graduate training.

关 键 词：创新性人才培养 怀特海 学记 想象力 启发式 创造性 

分 类 号：G640[文化科学—高等教育学]