摘要
生命以自由、幸福和善为终极目的,在体验、创造和超越的生命冲动的驱使下,完成"自组织",走向自主和自由。现代社会追求科技理性,片面理解科学、导致传统高等学校课程科学主义化,文化和科学被异化为学科,产生了忽视学习者生命体验的学科本位高校课程。被异化了的文化和科学教育醉心于完备的学科体系,优美的符号界定和凌驾于生命之上的控制技术。因此,必须构建关怀生命绵延和呵扩生命冲动的高等学校课程,让大学生"走进"人类先驱的生命活动和精神世界,获得生命体验并产生创造的生命冲动,翠解人类知识的生命要义。
Life regards freedom,happiness and goodness as its ultimate aims. Prompted by vital impulse, self-organization of experience, creativity and transcendence, life goes towards independence and freedom. Modern society is in pursuit of sci-tech rationality and meanwhile takes a one-sided approach to science. These factors result in a scientific＂doctrine＂of traditional university curriculum,an alienation of culture and science,and an emergence of discipline-standard university curriculum. The alienated education of culture and science is wrapped up in a complete disciplinary system. It is necessary to construct a kind of university curriculum system by which we can take care of vital duration and vital impulse so that university students can＂enter＇the spiritual world of human forerunners,bring about creative vital impulse,and understand the gist of human knowledge.
出处
《教师教育研究》
CSSCI
北大核心
2007年第5期1-7,共7页
Teacher Education Research
基金
全国教育科学"十五"规划教育部重点课题"后现代高等学校核心课程群建没研究"(课题号
DIA030157)的成果之一
关键词
生命
高等学校课程
绵延
生命冲动
life
university curriculum
duration
vital impulse
