认识儿童:有机体隐喻及其教育应用  

Exploring Children’s Essence:Organism Metaphor And Its Educational Applications

作　　者：王蓝慧 WANG Lan-hui(Faculty of Education,East China Normal University,Shanghai,200062,China)

机构地区：[1]华东师范大学教育学部,上海200062

出　　处：《基础教育》2024年第6期63-71,共9页Journal of Schooling Studies

基　　金：国家社会科学基金教育学一般课题“儿童哲学研究及其教育学意义”(项目编号:BAA190234)。

摘　　要：有机体隐喻是思想史上长期存在但未受到应有关注的一种认识方法。20世纪初期,它在“有机体”的词义基础上,获得了来自生物学的补充。在教育领域,有机体隐喻的常见应用即与儿童相关联,以具象的生物有机体代指抽象的儿童概念,或是以有机体成长过程比喻儿童发展阶段。在隐喻关系的建立过程中,有机体的自发生长冲动及完整特征被用于儿童分析,开放性与自组织特性则常被用来描述教育过程。儿童的有机属性是一种来自先天的生物特质。面对当下只重理性培养、忽视感性体验,只知遵循外在规范、忽视探寻内在能量的现实困境,教育活动更应当向其复归。这不仅要求我们尊重儿童以生长冲动为表征的本能倾向,积极开展活动课程,还要通过教育环境的设置,帮助儿童实现身体内外部的积极互动。这种基于有机体隐喻的教育革新,能够提高受教育者的综合素质,同时为高质量教育体系建设提供可能。concept of children and regard the development of children as the growing process of organisms.In the formation of this metaphor,the spontaneous life and integrity of organisms are used to analyze children,while openness and self-organization are often used to describe the educational process.The organic nature of children is a kind of innate biological trait.Facing the realistic educational dilemma that body and mind are separated,only rational cultivation is emphasized and perceptual experience is ignored,education should return to organic approach.This requires us not only to respect children’s instincts characterized by spontaneous growth impulses,but also to help them achieve positive internal and external interactions through educational environment.Only in this way,can the comprehensive quality of the educated can be improved and the construction of high quality education system can be realized.

关 键 词：有机体 有机教育 完整儿童 完整性 隐喻 

分 类 号：G610[文化科学—学前教育学]