本文選題：承認(rèn)　切入點(diǎn)：教育承認(rèn)　出處：《南京師范大學(xué)》2008年博士論文　論文類(lèi)型：學(xué)位論文

【摘要】： 本文探討的是教育承認(rèn)與自我認(rèn)同的關(guān)系。自我認(rèn)同是一種自我建構(gòu),是整合自我的精神品質(zhì)、建立內(nèi)在的精神秩序,實(shí)現(xiàn)理想自我與現(xiàn)實(shí)自我的同一性;也是在一種與他人的對(duì)話中獲得價(jià)值認(rèn)同感,所以自我認(rèn)同關(guān)系到自我完善和德性品質(zhì)的形成,這也是自主所應(yīng)該達(dá)到的積極目標(biāo)。自我認(rèn)同由相互承認(rèn)得到實(shí)現(xiàn),他人是自己認(rèn)知自我、確認(rèn)自我的眼光;而承認(rèn)是自我認(rèn)同的一種方式,指的是個(gè)體與他人的相互接納與認(rèn)可的關(guān)系,憑借它個(gè)體才能建立對(duì)自我的認(rèn)識(shí),以及自我主宰、自主決定的能力。承認(rèn)是個(gè)體自我認(rèn)同的必要條件。 自我認(rèn)同是一個(gè)現(xiàn)代話題,傳統(tǒng)社會(huì)中個(gè)體必須按照整體秩序來(lái)塑造自我,只有作為一個(gè)社會(huì)角色、服從集體意志才能得到一個(gè)身份,個(gè)體沒(méi)有自主選擇的權(quán)利。近現(xiàn)代社會(huì)隨著個(gè)體獨(dú)立意識(shí)的增強(qiáng),個(gè)體可以按照自己的意志來(lái)塑造自己,自己決定作怎樣的人。這就是現(xiàn)代自我認(rèn)同的特征。但個(gè)體的認(rèn)同始終離不開(kāi)與他人的對(duì)話和相互承認(rèn),而現(xiàn)代個(gè)體需要的承認(rèn)就處于一種不確定性之中。隨之而來(lái)的是一種孤立的自我觀念,不管是欲望主體,或者理性主體,都不能讓個(gè)體獲得構(gòu)建同一性自我所需要的充分承認(rèn)。因此現(xiàn)代教育面臨的一個(gè)課題是:教育作為一種互動(dòng)關(guān)系,應(yīng)該怎樣幫助兒童實(shí)現(xiàn)自我認(rèn)同。 教育承認(rèn)有不同的形式。愛(ài)、權(quán)利尊重以及個(gè)性成就的贊許是三種基本的教育承認(rèn)形式,它們分別是家庭、國(guó)家、社會(huì)三個(gè)倫理領(lǐng)域特征性的交往關(guān)系。通過(guò)這些承認(rèn)關(guān)系,兒童才能形成自信、自尊、自重等實(shí)踐品質(zhì)。這些品質(zhì)是精神品格完善的內(nèi)在要求,也體現(xiàn)了兒童在情感、理性、個(gè)性方面的發(fā)展。所以承認(rèn)不僅是給予兒童自我主導(dǎo)的機(jī)會(huì),也是為兒童自我實(shí)現(xiàn)提供必要的支持條件,讓兒童實(shí)現(xiàn)真正的自我完善。但是,教育中也存在對(duì)兒童承認(rèn)的剝奪與缺失,不同的蔑視行為使兒童失去實(shí)現(xiàn)自我的機(jī)會(huì)。而以承認(rèn)面目出現(xiàn)的扭曲的承認(rèn)則將會(huì)導(dǎo)致自我認(rèn)同方向感的迷失。 以教育承認(rèn)為紐帶構(gòu)建的是一個(gè)承認(rèn)的共同體,它不僅包含普遍的理性規(guī)范,保障每個(gè)兒童平等的認(rèn)同機(jī)會(huì),也是兒童個(gè)性化的自我實(shí)現(xiàn)所必要的價(jià)值框架和實(shí)踐平臺(tái),相對(duì)于市場(chǎng)契約式的教育互動(dòng)關(guān)系,承認(rèn)體現(xiàn)了教育的倫理特性。給予每一個(gè)兒童應(yīng)有的承認(rèn)是教育倫理的必然要求。
[Abstract]:This paper discusses the relationship between educational recognition and self-identity. Self-identity is a kind of self-construction, which is to integrate the spiritual quality of the self, to establish the internal spiritual order and to realize the identity between the ideal self and the real self. It is also in a dialogue with others to gain a sense of value, so self-identity is related to self-improvement and the formation of moral qualities, which is also the positive goal that autonomy should achieve. Self-identity is achieved by mutual recognition. Others are the vision of themselves, and recognition is a way of self-identity, which refers to the mutual acceptance and acceptance of the relationship between the individual and others, through which one can establish a sense of self and self-domination. The ability to decide independently. Recognition is a necessary condition for an individual's self-identity. Self-identification is a modern topic. In traditional society, individuals must shape themselves according to the whole order. Only as a social role, can individuals obtain an identity from collective will. Individuals do not have the right to choose on their own. In modern society, with the enhancement of individual independence consciousness, individuals can shape themselves according to their own will. This is the characteristic of modern self-identity. But the identity of the individual is always inseparable from dialogue and mutual recognition with others. And the recognition of the needs of the modern individual is in the midst of an uncertainty, followed by an isolated sense of self, whether it be the subject of desire or the subject of reason, Therefore, modern education is faced with a problem: education as an interactive relationship, how to help children achieve self-identity. There are different forms of educational recognition. Love, respect for rights, and approval for personality achievement are three basic forms of educational recognition, namely, family, state, and society. Only children can form practical qualities such as self-confidence, self-esteem, self-respect, etc. These qualities are intrinsic requirements for the perfection of spiritual character, and also reflect the development of children's emotions, rationality and personality. So recognition is not only a chance for children to lead themselves. It is also to provide necessary support conditions for children to achieve true self-improvement. However, there is also deprivation and lack of recognition of children in education. Different acts of contempt deprive children of the opportunity to realize themselves, while distorted acknowledgements in the face of recognition lead to the loss of a sense of direction in self-identity. A community of recognition is constructed by the link of educational recognition. It not only contains universal rational norms and guarantees every child equal opportunity of identity, but also is the necessary value framework and practical platform for the individualized self-realization of children. Compared with the interactive relationship of education in the market contract, recognition embodies the ethical characteristics of education, and it is the inevitable requirement of education ethics to give every child the recognition he deserves.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2008
【分類(lèi)號(hào)】：G40

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前2條

1 孫長(zhǎng)順;論教師專(zhuān)業(yè)化與體育教師身份認(rèn)同[D];東北師范大學(xué);2010年

2 陶麗;第三空間下青少年自我認(rèn)同及與生命態(tài)度關(guān)聯(lián)性的探究[D];華東師范大學(xué);2010年

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本文編號(hào)：1594343