于关系间唤醒主体——应对教育“学习化”的儿童哲学方案  

Awakening the Subject in Relationships:A Solution of Philosophy for Children to Address the“Learnification”of Education

作　　者：郑敏希 ZHENG Minxi(College of Education,Fujian Normal University,Fuzhou 350007)

机构地区：[1]福建师范大学教育学院,福州350007

出　　处：《教育发展研究》2025年第2期34-41,共8页Research in Educational Development

基　　金：福建省教育科学规划2024年少年儿童和少先队工作研究专项课题(FJJKSXD24-18)的部分成果。

摘　　要：当代教育正在经历教育“学习化”的转变,人们普遍关注如何从“学习”这一原点出发重新思考并定义教育。在这一过程中,教育极易滑向个人主义的一端,使教育的关系性无法得以展开和说明。在教育“学习化”的浪潮中,儿童哲学一方面通过发现儿童的哲学天性,为儿童争取创造意义的权利;另一方面也通过“探究共同体”的建立,以对话关系促进主体的自由发展。在儿童哲学的实践中,主体与关系并不处于对峙的两端,儿童能够通过与他者的对话体验关爱之责、在世之感,并获得主体创新的自由。Contemporary education is undergoing a transformation towards“learnification of education”,which has led people to rethink and define education based on“learning”.In this process,education gradually moved towards an individualistic stance,which made it impossible to unfold and explain the relational nature of education.In the wave of“learnification”of education,on the one hand,Philosophy for Children,by discovering children's innate philosophical nature,fights for children's right to create meaning.On the other hand,through the establishment of the“community of inquiry”,it promotes the free development of the subject through dialogical relationships.In the practice of philosophy for children,individual and relationship are not in a state of confrontation.Children can experience the responsibility of care and the sense of being in the world through dialogue with others,and gain the freedom of subject innovation.

关 键 词：关系 主体 儿童哲学 教育学习化 

分 类 号：G40-02[文化科学—教育学原理]