“生命·实践”视域下大学生心理危机问题的反思与重构

Rethinking and Reconstructing College Students’ Psychological Crisis from the Perspective of “Life-Practice”

摘要: 当代大学生心理危机呈现高发态势，而当前高校危机应对体系过度依赖医学诊断与事后补救，陷入“见病不见人”的工具化困境。“生命·实践”教育学将教育视为直面生命成长的实践活动，为破解心理危机干预中的病理化倾向提供了独特的方法论资源。本文在此视域下对大学生心理危机问题进行反思与重构。研究揭示当前危机应对在理念、路径与机制层面的三重困境，进而从生命维度的遮蔽、实践维度的匮乏、关系生态的断裂三个层面溯源危机频发的深层症候。在此基础上，从理念、路径与生态三个维度重构应对机制：核心理念从“消除症状”转向“成就生命”，核心路径将心理育人融渗于日常教育教学实践，生态层面打造多维协同的“生命·实践”共同体。研究认为，心理危机的本质是生命存在方式的危机，有效应对必须回归教育的生命本质，让学生在真实实践与真诚关系中被看见、被陪伴，在源头上培植抵御风暴的生命之力。

Abstract: Psychological crises among contemporary college students are showing an increasingly high incidence. However, current crisis response systems in universities rely excessively on medical diagnosis and post hoc remediation, falling into an instrumental dilemma of “seeing the illness but not the person.” Life-Practice pedagogy regards education as a practical activity that directly engages with the growth of life, offering unique methodological resources for addressing the pathological tendency in psychological crisis intervention. From this perspective, this paper reflects on and reconstructs the issue of psychological crises among college students. The study reveals a threefold predicament in current crisis response systems at the levels of concept, pathway, and mechanism. It further traces the deeper roots of frequent crises from three dimensions: the obscuring of the life dimension, the deficiency of the practice dimension, and the rupture of the relational ecology. On this basis, the paper proposes a reconstruction of the response mechanism across three dimensions—concept, pathway, and ecology. In terms of core philosophy, the focus shifts from “eliminating symptoms” to “fulfilling life.” In terms of pathway, psychological education is integrated into everyday educational and teaching practices. At the ecological level, a multidimensional and collaborative Life-Practice community is fostered. The study argues that the essence of psychological crisis is a crisis in the way life is lived. Effective responses must therefore return to the life-oriented essence of education, enabling students to be seen and accompanied within authentic practices and sincere relationships, and cultivating at the source the inner life strength needed to withstand life’s storms.