“天职”的“日常”感召:教育读取的社会学意义  

The"Everyday"Calling of"Duty":The Sociological Significance of Educational Intake

作　　者：马维娜[1] Ma Weina

机构地区：[1]江苏省教育科学研究院,南京210000

出　　处：《南京社会科学》2024年第4期130-139,共10页Nanjing Journal of Social Sciences

摘　　要：达成“日常的要求”的“天职”感召发现,不同语境的天职“日常”与教育的本原性之间,不同演绎的天职“日常”与教育的多样性之间,不同张力的天职“日常”与教育的复杂性之间,存在深度相似、深层相联与深透相通,并为理解教育决不仅是“教育自身”之事,提供更为本真的思考和更为还原本真的可能。教育“日常之事”,怎样集聚起社会的诸多要素与诸多关系?“日常课堂”之事,怎样见微知著并成为社会改革的一部分?教育中的“日常学生”,怎样作为社会行动者存在并互动于多重社会?关注并做好普通持常的“日常之事”,就是在作一种回归“真实”的教育日常努力;关注并做好每天要做好的“日常课堂”之事,就是在作一种回归“恒常”的教育日常努力;关注并做好始终要做的“日常学生”之事,就是在作一种回归“常人”的教育日常努力。The exploration of the"duty"inspired by achieving"everyday requirements"reveals deep similarities and connections between the duty's"daily"routine nature in different contexts and the fundamental nature of education,as well as between the various interpretations of duty s"daily"routine aspects and the complexity of education.This offers a more authentic way of thinking and a possibility of returning to the essence,emphasizing that education is not merely about"education itself".How do the"everyday matters"in education gather the various elements and relationships of society?How do the"everyday classroom"activities become one part of social reforms?How do the"routine students"in education exist and interact within the multiple layers of society as active social participants?Focusing on and managing the ordinary"everyday matters"is an effort to return to a"real"educational routine;focusing on and managing the"everyday classroom"tasks is an effort to return to a"persistent"educational routine;focusing on and managing the"everyday student"responsibilities is an effort to return to a"common"educational routine.

关 键 词：天职 日常 教育 社会学意义 

分 类 号：G40-01[文化科学—教育学原理]