教师“真我”:超越技术理性的教育诉求——帕克·帕尔默的教师观研究  

True Self of Teacher:The Educational Appeal beyond Technical Rationality——A Study of Parker Palmer’s Thinking of Teacher

作　　者：杨帅[1] 李晶 刘晓玫[1] Yang Shuai;Li Jing;Liu Xiaomei(Capital Normal University)

机构地区：[1]首都师范大学教育学院 [2]北京体育大学外国语学院

出　　处：《当代教育科学》2021年第2期78-84,共7页Contemporary Education Sciences

摘　　要：美国学者帕克·帕尔默教师观的基本思想是教师"真我"理念。为试图解决现代性危机下技术理性冲击所带来的教师内心失序问题,帕尔默呼唤教师"真我"的复归。教师"真我"是教师本体意义上的真实与完整,得益于教师充分的自我认识,指向自我本质的觉察和灵性的解放。帕尔默关注教师作为整体人的发展,在以人学为基础的教育视域中重新解读教师"真我",教师"真我"表现为以自身认同和自我完整为特征,以在悖论中把握统一为旨归。塑造教师"真我"是优秀教学的前提,关键取决于教师如何在职业生活中守护内部景观和外部景观的和谐统一。The basic idea of American scholar Parker Palmer’s view of teachers is the idea of teachers’"true self".In order to solve the inner disorder of teachers caused by the impact of technical rationality under the crisis of modernity,Parker Palmer calls for the return of teachers’"true self".The teacher’s"true self"is the truth and integrity of the teacher’s noumenon,which benefits from the teacher’s full self-knowledge,the awareness of self-essence and the spiritual liberation.Parker Palmer focuses on the development of a teacher as a whole,and reinterprets the teacher’s"true self"from the perspective of humanity-based education.The teacher’s"true self"is characterized by the self-identity and the self-integrity,and the purpose is to grasp the unity in paradox.Molding teachers’"true self"as the premise of excellent teaching depends on how teachers protect the harmony and unity of internal and external landscapes in their professional life.

关 键 词：教师“真我” 技术理性 自身认同与自我完整 悖论 

分 类 号：G635.1[文化科学—教育学]