Who’s Afraid of Teaching? Heidegger and the Question of Education (‘Bildung’/‘Erziehung’)
Who’s Afraid of Teaching? Heidegger and the Question of Education (‘Bildung’/‘Erziehung’)
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谁害怕教学？海德格尔和教育问题（“Bildung”/“Erziehung”）
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发表时间：
2016
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通讯作者：
G. Biesta
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作者：
G. Biesta
在这篇文章中，这是对五篇关于海德格尔和教育的论文的回应，但也可以独立阅读，我认为只有当我们介绍德语中“Bildung”和“Erziehung”之间的区别时，才有可能充分详细地讨论海德格尔对“教育”的描述和参与的可能性和局限性。我的论点的核心是，尽管海德格尔对“教养”的人文主义基础提出了激进的批评，但他仍然通过假设教育最终与自我的形成有关而陷入“教养”的“逻辑”中。海德格尔所寻求的区别在于，自我的形成不是通过与存在世界的接触而发生的——我们可以对存在世界有积极的认识——而是发生在与存在的存在的相遇中——在这种相遇中，存在向我们展示自己，我们是存在的接受者和守护者。在此背景下，我要说明的是，在这种配置中缺失的是一种完全不同的可能性，不是我们正在倾听的可能性，而是我们正在被处理的可能性，或者用其他教育术语来说，我们正在被教导的可能性。鉴于讨论中的论文的几位作者似乎对教学有某种恐惧，他们认为教学只能表现为一种限制而不是增强自由的权力行为，我探索了相反的选择——教学行为和被教育的经历恰恰是针对我的自由，尽管这种自由不被理解为主权，而是权威，也就是说，在面对困难的挑战时，关于什么应该对我有合法的权力。这种完全不同的教育可能性把我们从“培养”的逻辑带到了“二子化”的逻辑。尽管海德格尔和一些正在讨论的论文的作者确实试图将教育理解为从存在到存在的“培养”，但从“培养”到“Erziehung”的转变似乎没有被明确考虑，尽管它在某些论文中得到了解决，并且在某种意义上实施了。我的结论是，只有当我们能够克服对教学的恐惧时，困扰“教育”的人文主义才能真正得到解决。
Abstract In this essay, which is a response to five papers on Heidegger and education but can also be read independently, I argue that it is only when we introduce the German distinction between ‘Bildung’ and ‘Erziehung’ that it becomes possible to discuss in sufficient detail the possibilities and limitations of a Heideggerian account of and engagement with ‘education’. Central to my argument is the suggestion that whereas Heidegger provides a radical critique of the humanistic foundations of ‘Bildung’, he nonetheless remains caught in the ‘logic’ of ‘Bildung’ by assuming that education ultimately has to do with the becoming of the self. The difference Heidegger seeks to make is that this becoming of the self does not take place through an engagement with the world of beings—the world of things about which we can have positive knowledge—but rather takes place in the encounter with the Being of beings—an encounter in which Being shows itself to us, and we are receivers and custodians of Being. Against this background I show that what is absent in this configuration is an altogether different possibility, not one where we are listening, but one where we are being addressed or, in other educational terms, where we are being taught. Whereas several authors of the papers under discussion seem to have a certain fear of teaching on the assumption that teaching can only appear as an act of power that limits rather than that it enhances freedom, I explore the opposite option—one where the act of teaching and the experience of being taught are precisely aimed at my freedom, albeit that this freedom is not understood as sovereignty but in terms of authority, that is, in relation to working through the difficult challenge as to what legitimately should have power over me. This altogether different educational possibility brings us from the logic of ‘Bildung’ to the logic of ‘Erziehung’. Whereas Heidegger and some of the authors of the papers under discussion did try to ‘move’ education understood as ‘Bildung’ from beings to Being, the shift from ‘Bildung’ to ‘Erziehung’ seems not to have been considered explicitly, although it is addressed and in a sense enacted by some of the essays. I conclude by arguing that it is only when we are able to overcome our fear of teaching that the humanism that troubles ‘Bildung’ can really be addressed.