“教育”作为“启导”——基于彼得斯(R.S.Peters)教育概念的考察  

“Education”as“Initiation”--An Exploration Based on the Concept of Education of R.S.Peters

作　　者：孙嘉蔚 张晓月 SUN Jiawei;ZHANG Xiaoyue(Department of Education,Faculty of Education,East China Normal University,Shanghai,200062,China;School of Education,Anyang Normal University,Anyang,455000,China)

机构地区：[1]华东师范大学教育学部教育学系,上海200062 [2]安阳师范学院教育学院,安阳455000

出　　处：《全球教育展望》2023年第3期74-86,共13页Global Education

基　　金：教育部人文社会科学重点研究基地重大项目“面向高质量发展的中国特色基础教育学体系研究”(项目编号:22JJD880019)的研究成果。

摘　　要：作为分析教育哲学的重要引领者,彼得斯发现“教育”概念被长期混同于社会化形式和工具性过程,难以保持自身独特性。考虑到教育既与人类处境密切相关,又是人类公共传统的重要部分,他回归教育概念的非工具性立场,提出“教育作为启导”的综合性概述,以期重建教育的内在价值,为个体参与文化传承提供开端。启导源于彼得斯对个体与社会关系的重审,意指学生经由教师的引领,进入公共世界并成为认知上更自主、意愿上更积极的参与者,由此创造心智与世界的根本联结。在当代语境中,对该命题的考察有助于进一步应对教育中“传统”与“进步”之间的张力、“理性”与“德性”之间的裂隙、“目的”与“过程”之间的风险。As one of the important leaders in the analysis of educational philosophy,Peters found that the concept of“education”had been confused with socialization form and instrumental process for ages,which made education difficult to maintain its own uniqueness.Considering that education is closely related to the human condition while constituting an important part of the human public tradition,he returns to the non-instrumental position of the concept of education,puts forward a comprehensive outline of“education as initiation”,in order to rebuild the intrinsic value of education and provide a beginning for individuals to participate in cultural inheritance.Initiation comes from Peters'reexamination of relationship between individuals and society.It means that students enter the public world under guidance of teachers and become more cognitively autonomous and actively willing participants,thus creating a fundamental connection between the mind and world.In the contemporary context,this proposition is helpful to further deal with the tension between“tradition”and“progress”,the gap between“rationality”and“virtue”,the risk between“purpose”and“process”in education.

关 键 词：彼得斯 启导 教育概念 非工具性 合价值性 

分 类 号：G40-02[文化科学—教育学原理]