论作为教育问题的心灵困顿  

On the Mind Distress as an Educational Problem

作　　者：祁东方[1] Qi Dongfang

机构地区：[1]山西大学教育科学学院,太原030006

出　　处：《南京社会科学》2024年第6期119-129,共11页Nanjing Journal of Social Sciences

基　　金：国家社科基金教育学一般项目“百年来《中国教育社会学》教材建设研究”(BAA230053)的阶段性成果。

摘　　要：心灵困顿意味着个体的心灵处于失衡无序、消极无力的失调状态,自我认同感缺乏且发展定位不清晰,无法为人生寻找到一个坚实的意义支点。当心灵困顿由个人困扰转化为教育领域中的公共议题时,就意味着这一问题不仅影响了受教育者的生活状态和精神世界,而且影响着教育目的的实现。作为教育问题的心灵困顿外显于行为的消极停滞,社会角色的中断、冲突、失败,甚至是教育失范行为的发生。在心理层面表现为个体未能形成合理的自我认知,发展的内动力不足,以及价值取向上的虚无主义和理想追求上的功利主义。心灵困顿在教育中的化解需要学生在角色领悟和角色实践中明确发展目标,通过内动力激发自我潜能,以正确的价值观引领心灵成长。Mind distress refers to a state of imbalance,disorder,negativity,and powerlessness in an individual's mind.It is characterized by a lack of self-identity,unclear development goals,and an inability to find a solid foundation of meaning in life.When psychological distress transforms from individual struggles into a public issue in the field of education,it signifies that this problem not only affects the living conditions and spiritual world of students,but also hinders the realization of educational goals.Psychological distress as an educational issue manifests in negative behavioral stagnation,disruptions,conflicts,and failures in social roles,and even in the occurrence of educational norm violations.At the psychological level,it is manifested in the individual's inability to form a rational self-cognition,insufficient intrinsic motivation for development,and nihilism in values and utilitarianism in ideal pursuit.The resolution of psychological distress in education requires students to clarify their development goals through role understanding and role practice,to stimulate their potential through intrinsic motivation,and to guide their spiritual growth with correct values.

关 键 词：心灵困顿 教育问题 心灵 自我 

分 类 号：G525.5[文化科学—教育学]