【摘要】： 世界上最重要的事情就是認識自我。人不同于動物,就在于人不僅生存著,而且能夠意識到自己的存在,具有關于自己存在的自我意識;就在于人不僅存在著,而且還要去追究存在的意義,對存在的意義的不同理解會導致不同的存在方式�？ㄎ鳡�(Ernst Cassirer)認為:“人被宣稱為應當是不斷探究他自身的存在物——一個在他生存的每時每刻都必須查問和審視他的生存狀況的存在物。人類生活的真正價值,恰恰就在于這種審視中,存在于這種對人類生活的批評態(tài)度中”。① 生命意識從哲學角度上就是指個體對生命存在的一種自覺的意識,是個體對自身存在的一種深刻感覺,是對人的生命存在終極價值的審視。然而,由于傳統(tǒng)文化心理的價值偏向,并在科學主義、功利主義主宰下,我們現(xiàn)實的教育領域生命意識嚴重缺失。本文通過對生命意識在教育中缺失的表現(xiàn)和原因分析,由此來反思現(xiàn)實的教育應該如何,教育應如何喚醒學生的生命意識。生命意識教育試圖引導學生通過深刻審視和查問自身生命存在的狀況而認識自我、活出自我。 全文分為四個部分: 第一部分首先從中西方歷史文化中對生命意識予以探析,然后對生命意識的特征和內在結構進行了分析,試圖從不同的角度來解讀生命意識的內涵。 第二部分,從哲學的角度論證了教育的應然問題,進一步探討生命教育在現(xiàn)代教育視域中的合理性,并在歸納分析了生命教育發(fā)展現(xiàn)狀的基礎上,闡釋了生命意識教育屬于生命教育的第三個層面——關注終極價值關懷的生命教育。 第三部分就當今生命意識在現(xiàn)代教育中缺失的表現(xiàn)及原因進行了分析。認為除了我國教育價值取向偏差的原因外,科學主義至上的知識授受教育觀、功利主義的應試教育和傳統(tǒng)文化的畸形人才觀是導致教育中生命意識缺失的主要原因。 第四部分在生命意識教育缺失原因的分析基礎上,進行了生命意識教育的理論建構。生命意識教育應該在“尊重生命、完善生命、超越生命”的價值取向的引導下,遵循著“體驗性、生成性、情境性、超越性”的原則,對青少年施加一種精神上的介入,來喚醒其生命意識,使其在生活世界中挖掘出自己的生命意義和價值,并通達領悟其存在。 黃克劍把教育的境界分為三個層次:傳授知識,啟迪智慧,潤澤生命。然而,現(xiàn)實的教育太過于功利化,仍處于傳授知識的層次,而更應該關注的啟迪智慧,潤澤生命的層面卻被邊緣化。生命意識教育試圖關注現(xiàn)代教育的邊緣領域,擔當啟迪智慧、潤澤生命的使命。
[Abstract]:The most important thing in the world is to know yourself. Man is different from animals in that he is not only alive, but also aware of his own existence, with a self-awareness of his own existence; It lies in that people not only exist, but also investigate the meaning of existence, different understanding of the meaning of existence will lead to different ways of existence. According to Cassier (Ernst Cassirer), "Man is supposed to be an object that constantly explores his own existence-an existence that must be questioned and examined at every moment of his existence." The true value of human life lies precisely in this kind of scrutiny, which exists in this critical attitude towards human life. "1. Life consciousness, from a philosophical point of view, refers to the individual's conscious awareness of the existence of life. It is a kind of deep feeling of the individual's existence and the examination of the ultimate value of the existence of human life. However, due to the value bias of traditional cultural psychology, and under the domination of scientism and utilitarianism, our real life consciousness in the field of education is seriously lacking. Based on the analysis of the expression and reason of the lack of life consciousness in education, this paper reflects on how the realistic education should be and how to awaken the students' life consciousness. Life consciousness education attempts to guide students to understand themselves and live from themselves by deeply examining and questioning the existence of their own life. The thesis is divided into four parts: the first part analyzes the life consciousness from Chinese and western history and culture, and then analyzes the characteristics and internal structure of life consciousness. This paper tries to interpret the connotation of life consciousness from different angles. The second part, from the perspective of philosophy, demonstrates the problem of education, further discusses the rationality of life education in the field of modern education, and on the basis of summing up and analyzing the current situation of life education development, It explains that life consciousness education belongs to the third level of life education-the life education concerned about ultimate value concern. The third part analyzes the present life consciousness in modern education. Besides the reasons of the deviation of educational value orientation in our country, the main reasons for the lack of life consciousness in education are the scientism, the examination-oriented education, the utilitarian examination-oriented education and the malformed talent view of traditional culture. In the fourth part, the theory of life consciousness education is constructed on the basis of the analysis of the reasons for the lack of life consciousness education. The education of life consciousness should be guided by the value orientation of "respecting life, perfecting life, surpassing life", following the principle of "experience, generative, situational, transcendent", and exerting a kind of spiritual intervention on teenagers. To awaken their consciousness of life, so that they excavate their own meaning and value in the world of life, and understand its existence. Huang Kejian divides the realm of education into three levels: imparting knowledge, enlightening wisdom and moistening life. However, the realistic education is too utilitarian, still in the level of imparting knowledge, and the enlightening wisdom, which should be paid more attention, is marginalized. Life consciousness education tries to pay attention to the marginal field of modern education and take on the mission of enlightening wisdom and moistening life.
【學位授予單位】：河南大學
【學位級別】：碩士
【學位授予年份】：2007
【分類號】：G41

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