非肯定性：一种对教育行动内在逻辑与智慧的独到把握-《集美大学学报（教育科学版）》

文章信息/Info

Title:: “Non-affirmative”:A Unique Grasp of the Inherent Logic and Wisdom of Pedagogic Action

Author(s):: WANG Yousheng; YANG Haolin; (College of Education Science,Qingdao University,Qingdao 266071,China)

Keywords:: non-affirmative; pedagogic action; pedagogic dilemma; pedagogic wisdom

摘要:: 人类教育行动始终面临着人的内在自由与外在强制之间的张力与悖论，对这种困境的克服便是教育智慧的核心之所在。“非肯定性”是面对教育困境时一种较为独到的思考方式，是对单纯“肯定性”及“否定性”的扬弃。教育的过程既不能以仅诉诸于肯定性的方式去传递与塑造，也不能以仅诉诸于否定性的方式去批判与解构，而是应以非肯定性的方式引导学生参与到发现与创造的过程之中。作为对人类教育行动内在逻辑的独到把握，非肯定性为重新反思教育学的基本理论问题提供了一种崭新且更为深邃的视野。在对教育内涵的把握方面，非肯定性意味着对受教育者主动性的召唤；在看待教育与社会关系方面，非肯定性意味着任何外部社会的教育要求都必定要经过教育性转化；在素养培育方面，非肯定性意味着对教育互动过程本身的关注。

Abstract:: There is eternal tension and paradox between internal freedom and external coercion in the process of pedagogic action.Overcoming this dilemma is the core of pedagogic wisdom.“Non-affirmative” reflects a unique way of thinking in the face of pedagogic dilemmas.It is the transcendence of “affirmative”,not the same as “negative”.The process of education can be seen as neither “moulding” in an affirmative way,nor criticism in a negative way;instead,it should lead students to participate in the process of discovery and creation in a non-affirmative way.As a unique grasp of the internal logic of human pedagogic action,“non-affirmative” provides a new and deeper vision for rethinking the basic theoretical issues of pedagogy.In the understanding of the connotation of education,“non-affirmative” means to summon the initiative of the educated;Regarding the relationship between education and society,“non-affirmative” means that any educational requirement of external society must undergo an educational transformation;in terms of literacy cultivation,“non-affirmative” means a focus on the interactive process of education itself.