Negativity, Experience and Transformation: Educational Possibilities at the Margins of Experience — Insights from the German Traditions of Philosophy of Education
Negativity, Experience and Transformation: Educational Possibilities at the Margins of Experience — Insights from the German Traditions of Philosophy of Education
复制标题
消极性、经验与变革：经验边缘的教育可能性——德国教育哲学传统的启示
DOI：
10.1007/978-94-007-4047-1_15
复制
发表时间：
2012
期刊：
影响因子：
--
通讯作者：
Andrea R. English
中科院分区：
文献类型：
--
作者：
Andrea R. English
经验的消极性产生于我们与差异和他者的遭遇，并定位于我们开始从幻灭、挣扎和痛苦中学习的时刻。我在这篇论文中提出的问题涉及到教育中自我与他人关系的困难和可能性。学习者如何体验世界并学会与其他人互动？在学习者体验和学习世界的过程中，教师的角色是什么？老师可以而且应该引导甚至打断这个过程吗？在这里，我试图回答这些问题，通过检查“消极”的教育意义，因为它在自我和他人之间的转换遭遇中起着构成性的作用。为此，我转向德国教育哲学传统。正如我将试图表明的那样，19世纪和20世纪德国教育哲学的话语及其最近的发展为进一步围绕教育的跨文化关注进行对话提供了富有成效的基础。在展望未来的跨文化对话这个话题，我讨论了不可或缺的必要性，探讨我们如何继续在理论上和实践中接近“消极”作为一个永久的盲点，标志着人类的经验。
The negativity of experience arises in our encounters with difference and otherness, and locates the moments in which we begin to learn from disillusionment, struggle and suffering. The questions that I ask in this paper relate to the difficulties and possibilities surrounding the relationship between self and other in education. How does the learner experience the world and learn to interact with other human beings? What is the teacher’s role in the learner’s process of experiencing and learning about the world? Can and should the teacher guide or even interrupt this process? Here, I seek to answer these questions by examining the educational meaning of ‘negativity’ as it plays a constitutive role in transformational encounters between the self and the other. To do this, I turn to the German tradition of philosophy of education. As I will seek to show, the discourse in German educational philosophy in the nineteenth and twentieth centuries and in its more recent developments provides fruitful grounds for furthering the conversation around cross-cultural concerns about education. In looking to the future of cross-cultural dialogue on this topic, I discuss the indispensable need for inquiry into how we might continue to theoretically and practically approach ‘negativity’ as a permanent blind spot that marks the human experience.
策略媒介
DOI：
--
发表时间：
2008
期刊：
Pragrana-Zeitschrift fuer historische Anthropologie (Akademi Verlag) 17
影响因子：
--
作者：
Suzuki;Shoko
通讯作者：
Shoko
唤醒我的声音:学习卡维尔的完美主义教育
DOI：
--
发表时间：
2004
期刊：
Educational Philosophy and Theory Vol.36 No.1
影响因子：
--
作者：
齋藤直子;ポール・スタンディッシュ;Naoko Saito
通讯作者：
Naoko Saito