教学作为唤起身心双向爱欲的审美实践——基于《会饮篇》“爱欲阶梯”的省思  

Inspiring Eros for Both Physical and Spiritual Beauty:Toward an Aesthetic Model of Pedagogy

作　　者：韩雪童 罗祖兵[1] Han Xuetong;Luo Zubing

机构地区：[1]华中师范大学教育学院,武汉430079

出　　处：《现代大学教育》2023年第5期37-47,F0003,共12页Modern University Education

基　　金：2022年度中央高校基本科研业务费资助项目“2022年义务教育‘新课标’背景下走向身心理解的核心素养培育研究”,项目编号:2022CXZZ055。

摘　　要：教学是唤起身心爱欲的审美实践。为改变爱欲曲解带来的教学异化,亟需通过爱欲的澄明让教学重拾育人属性。在批判性继承苏格拉底“爱欲阶梯”的基础上,教学应以爱智者为师,从师生关怀性的交往中,激活身心在知识教学与个体成人中的双向爱欲:既保持身体爱欲到理智爱欲的纵向攀升,亦保持身体爱欲与理智爱欲的横向互动,实现形式美与实质美的统一。具体举措包括:第一,直观与表现,将身体代入情境,唤起事物之爱、体验形象之美;第二,讲授与启发,将思维联通理智,唤起知识之爱、追寻实质之美;第三,反思与笃行,将心灵引向崇高,唤起良善之爱、践行德性之美。Teaching can be regarded as an aesthetic practice to inspire eros for both physical and spiritual beauty.However,due to our misunderstanding of eros,teaching has turned into something rather unsatisfactory.Based on Socrates’“ladder of eros”,we propose that teachers,being lovers of wisdom themselves,should try to inspire among students eros for physical beauty as well as eros for spiritual beauty,which are also two interactively united parts of eros itself.To be specific,we should first help students discover and experience the beauty of objects and phenomena in the real world and arouse their love for physical beauty.Secondly,we need to foster their love for wisdom and inspire them to pursue intellectual beauty or the beauty of“Platonic forms”.Finally,we should let students reflect on the virtues they value and consider how to practice such virtues themselves to arouse their love for moral beauty.

关 键 词：教学 爱欲 身心 审美实践 《会饮篇》 

分 类 号：G40-02[文化科学—教育学原理] G642[文化科学—教育学]