回归儿童本位：“人”的存在论、关系论及其教育启示

Return to a Child-Oriented Philosophy: Theories of Human’s Existence, Human’s Connection and Their Educational Implications

摘要: 在“人”之存在方面，儿童是自然存在、文化存在和社会存在的统一，具备自然属性、社会属性和文化再生产的能力；在“人”之关系方面，儿童与他人、社会之间存在一种基于需要原则、平等原则和贡献原则的承认关系，儿童发展与儿童教育蕴含爱和需要、平等和贡献等特质。基于儿童的“人”之属性及“人”之关系，“儿童本位”的教育应该重申“人”的价值，解放儿童自然天性，尊重儿童的自然生长，让想象、实践和创新以鲜活的方式在儿童生活中扎根；革新儿童互补文化，尊重儿童与成人的互补、互喻，将“儿童就是儿童”的理念融入儿童教育，将儿童的天性与心灵成长规律融入成人学习的文化内容；重视儿童社会教育，为儿童提供合理助益，鼓励儿童以初级社会化的方式融入环境之中，与儿童建立起一种倾听、沟通、尊重与良性互动的关系。

Abstract: In terms of human’s existence, children are the unity of natural, cultural and social existence, and have the ability to reproduce natural, social and cultural attributes; in terms of human’s connection, there is a relationship of recognition between children, others and society based on the principles of need, equality and contribution. Based on the human’s attributes and human’s connection, child-oriented education should reaffirm the value of “human”, liberate children from the “human” value, and respect children’s natural growth. Children’s imagination, practice and innovation should be rooted in children’s life in a vivid way. Renewing the culture of children’s complementarity, respecting the complementarity and mutual metaphors between children and adults, incorporating the philosophy of “children are children” into children’s education, and integrating children’s nature and the laws of spiritual growth into the cultural content of adult learning. Valuing children’s social education, providing children with reasonable assistance, encouraging children to be integrated into their environment in a primary-socialized manner, and establishing with children a relationship that involves listening, communicating, respecting and interacting in a positive manner.