教学本质的存在现象学解读

从古典本质观出发研究教学的困难不仅在于教学现象的纷繁复杂,更受困于本质和现象二元对立。笔者以存在现象学视野下的本质观为理论基础,以直观的方法分别观察在无他人在场和有他人在场两种情形下教师教授的意识和学生学习的意识,得出教授即以教授为目标的教师之自我意识,学习是以学习为目标的学生的自我意识。但有无他人在场,教师和学生自我意识的存在方式有所不同。无他人在场时,教师和学生都处于纯粹自我意识的状态中;而当他人在场时,教师和学生将可能处于纯粹自我意识和被动反应两种状态相互转化的动态过程中。

Interpretation of the Teaching Essence with Existential Phenomenology

The difficulty of studying teaching from the perspective of classical essence lies not only in the com?plexity of teaching phenomena,but also the dual opposition of essence and phenomenon.The author takes the view of essence in the perspective of existential phenomenology as the theoretical basis and observes the teach?ers’teaching consciousness and the students’learning consciousness in two scenarios,namely,the absence of and presence of others in an intuitive way,and concludes that teaching is the self-awareness of teachers who aim at imparting knowledge and learning is the self-awareness of students who aim at learning.The self-aware?ness of teachers and students varies with whether others are present or not.Teachers and students are in a state of pure self-awareness when no one else is present;and teachers and students may be in a dynamic pro?cess of mutual transformation between pure self-consciousness and passive reaction when others are present.