构建儿童主体性解放的学校教育空间 一陶行知生活教育思想的当代解读
Constructing School Educational Space for Children's Subjective Liberation:A Contemporary Interpretation of Tao Xingzhi's Life Education Philosophy
作者: 黄晓彬1,周险峰2.(1.湖南科技大学教育学院，湖南湘潭411201;2.信阳师范大学教育科学学院，河南信阳464000)
关键词:生活教育;主体性;实践;空间生产;个体解放 life education; subjectivity; practice; space production; individual liberation
摘要:在数智技术理性时代下,教育面临着儿童主体性危机。以“主体性解放”为内核的陶行知生活教育思想,本质上是对工具理性主导的现代教育体系的批判性回应。本文通过重构对陶行知生活教育理论的本体论,揭示其主体性解放思想的辩证逻辑,强调其在应对现代化进程中主体异化的意义。本文着重聚焦儿童主体性解放问题,批判性分析教育空间中生活性隐匿与儿童主体性缺失的结构性矛盾,阐明儿童作为能动主体在教育空间中的意义建构与价值实现,提出儿童主体性的生成理路。循此理路,提出构建儿童主体性解放教育空间的三重路径:以儿童为中心,深入理解其生活世界;尊重儿童的文化位置,增强儿童的空间体验;通过民主参与式实践促进儿童主体性的生成与发展。
Abstract: In the era of digital-technological rationality,education faces a crisis of children's subjectivity. Tao Xingzhi's life education philosophy, centered on“subjective liberation", serves as a criticalresponse to the modem educational system dominated by instrumental rationality.Through an ontological reconstruction of Tao's life education theory,this study reveals the dialectical logic of his ideas on subjective liberation, emphasizing their significance in addressing subjective alienation during moderization. Focusing on the liberation of children's subjectivity, this paper critically analyzes the structural contradictions between the conccalment of life-world attributes in educational spaces and the lack of children's agency. It clarifies how children, as generative subjects, construct mcaning and realize value within educational spaces, while proposing generative pathways for cultivating their subjectivity. Following this framework, threefold approaches are suggested to construct educational spaces for children's subjective liberation: centering on children's lived experiences to deeply understand their life-world; respecting their cultural positioning and enhancing their spatial perceptions; and fostering the emergence and development of children's subjectivity through democratic participatory practices.
