教育情怀的情感之维及生成路径——基于情感现象学的视角  

The Emotional Dimension and Generation Path of Educational Feeling——From the Perspective of Emotion Phenomenology

作　　者：王萍[1] 李雨露 WANG Ping;LI Yu-lu(Faculty of Education,Henan University,Kaifeng,Henan,475004,China)

机构地区：[1]河南大学教育学部,河南开封475004

出　　处：《教师教育研究》2022年第4期1-6,25,共7页Teacher Education Research

基　　金：国家社会科学基金(教育学)一般项目(BAA200029)。

摘　　要：教育情怀是教师对学生、对教育的一种关系性体验,属于情感现象的范畴,情感现象学对于我们理解教育情怀的情感之维及生成路径提供了一种可能。情感现象学认为,情感具有客观先验性、层次性和价值等级性,它包括人的一切感官的、机体的、心理的以及精神的客观先验感受。从情感现象学视角分析,教育情怀具有心灵感受性、客观先验性与精神价值性的情感特性。教育情怀生成于体验奠基的教师个体教育情怀,并由经验汇集成教师群体的教育情怀,最后理论升华至普遍性的教育情怀。Educational sentiment is a relational experience of teachers with students and education,which belongs to the category of emotional phenomena.Emotional phenomenology provides a possibility for us to understand the emotional dimension and generation path of educational sentiment.The phenomenology of emotion holds that emotion has objective transcendental,hierarchical and value hierarchy,which includes all the objective transcendental feelings of human senses,organism,psychology and spirit.From the perspective of emotion phenomenology,educational feelings have the emotional characteristics of spiritual feeling,objective transcendence and spiritual value.The education feelings are generated from the individual education feelings of teachers,which are based on the experience,and become the education feelings of the teacher group.The theory sublimates to the universal education feelings.

关 键 词：教育情怀 情感现象学 生成路径 

分 类 号：G650[文化科学—教育学]