论文部分内容阅读
美国学者M·李普曼在《教室里的哲学》中区分了三种课堂情境:最不理想的是,学生在教师面前不敢开口,生怕因此而丧失教师的欢心与尊重。稍好一点的情形是,学生能自由地讨论抽象问题,不过得随时小心,不要对教师的价值标准表示出任何即使是暗示性的异议。最佳的情境则是,学生非常信赖教师,并敢于批评其方法或价值标准,因为他们知道教师会客观地考虑自己的批评意见。这三种课堂情境实质是依据儿童自由的程度而划分的:第一种情境中,儿童连最基本的活动自由都没有;第二种情境稍好一点,儿童可以自由讨论,但这种所谓的自由讨论是以不违背教师的价值标准为前提的,实质是一种异化的自由;惟有第三种情境中,儿童才享有真正的自由。对儿童自由问题的探讨不能停留于表面,即儿童是否具有外部活动自由,应继续前进,深入问题的核心,即儿童是否在内心真正自由?换言之,自由具有不同的层次。本文试图结合当前儿童教育中的一些现象,探讨“自由层次论”及其对儿童教育的启示。
The American scholar M. Lippmann distinguished three kinds of classroom situations in “Philosophy in the classroom”: the most unsatisfactory is that students are afraid to speak in front of teachers for fear of losing teachers’ favor and respect. At a slightly better level, students are free to discuss abstract issues, but be careful not to show any even allusive objections to the teacher’s value standards. The best scenario is that students trust teachers very much and dare to criticize their methods or values because they know that teachers will objectively consider their own criticism. The nature of the three classroom situations is based on the degree of freedom of children: In the first scenario, children have no basic freedom of movement; the second scenario is slightly better and children are free to discuss them, but this so-called Free discussion is based on the premise of not violating the teacher’s standard of value. In essence, it is alienated freedom. Only in the third situation can children enjoy true freedom. The discussion on the issue of children’s freedom can not stop at the surface, that is, whether or not children have the freedom to engage in external activities should move forward and deepen the core of the question: Is the child truly free inside? In other words, freedom has different levels. This article tries to discuss “the theory of free hierarchy” and its enlightenment on children’s education by combining some phenomena in current children’s education.