怀特海教育思想的当代意义  

The Contemporary Significance of Whitehead Educational Philosophy

作　　者：靳玉乐 李红梅 罗生全[3] Jin Yule;Li Hongmei;Luo Shengquan(Shenzhen University;Sichuan Normal University;Southwest University)

机构地区：[1]深圳大学师范学院 [2]四川师范大学教育科学学院 [3]西南大学教育学部

出　　处：《教育史研究》2022年第1期99-107,共9页Educational History Studies

基　　金：四川省哲学社会科学研究基地四川省教师教育研究中心资助项目“部编语文教材中传统文化核心价值体系的师生认同研究”(TER2020-019);四川师范大学教改项目“高校教师在线教学胜任力测评”。

摘　　要：怀特海教育思想以其过程哲学为基础,以过程教育、生态教育和生活教育为主要内容,追求教育的过程性、生态性和生活性,对当代教育具有重要的指导意义和价值。首先,当代教育要以过程性为价值引领,以培养“有智慧的人”为价值取向,彰显学生自我生成的价值意蕴和智力发展的节奏性特征,促进个体的自我生成。其次,当代教育要以生态性为逻辑主线,在本体论上倡导“天人和解”的有机生态观,在价值论上彰显“天人和谐”的自然中心思想,在方法论上走向“天人共生”的生态教育。再次,当代教育要以生活性为永恒主题,回归生活,走向生活化教育。Based on its process philosophy and with process education, ecological education and life education as the main content, Whitehead educational philosophy purses the process, ecology and life characteristics of education, having important guiding significance and value for contemporary education. First, contemporary education should regard process characteristic as value guidance and cultivating “wise men” as value orientation to demonstrate students’ self-generated value implication and the rhythm characteristic of intellectual development and promote the self-generation of individual.Second, contemporary education should regard ecology characteristic as logical mainline, advocate the organic ecological view of “reconciliation between man and nature” from the perspective of ontology,illustrate the natural-centered philosophy of “harmony between man and nature” from the perspective of axiology and move toward the ecology education of “coexistence between man and nature” from the perspective of methodology. Third, contemporary education should regard life characteristic as its eternal theme and go back to life, ultimately turning to life-oriented education.

关 键 词：怀特海 有机哲学 过程教育 生态教育 生活教育 

分 类 号：G40-09[文化科学—教育学原理]