| 孙爱琴,苏 悦.早期教育中的“尚未”：意义、价值及其实践[J].陕西学前师范学院学报,2020,36(3):40-46 |
| 早期教育中的“尚未”：意义、价值及其实践 |
| “Not yet”in early education: Meaning, Value and Practice |
| 投稿时间：2019-12-11 修订日期：2019-12-13 |
| DOI：doi： 10. 11995/j. issn. 2095-770X. 2020. 03. 008 |
| 中文关键词: 希望哲学 尚未 早期教育 儿童精神 儿童文化 |
| 英文关键词: Hope philosophy Not yet Early education Children’s mental Children’s culture |
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| 中文摘要: |
| 摘 要：“尚未”是德国哲学家布洛赫所提出的希望哲学中的核心概念。布洛赫认为，“尚未”代表着希望，是推动人类发展的内在力量。在“尚未”的引领下，早期教育中的幼态持续、儿童发展的非特定化以及本能都有了新的意义和价值；“以望为本”的视角下，儿童的游戏精神、儿童的想象力以及丰富的儿童文化都富含发展价值。在实际的早期教育实践中，我们可以用刻意“留白”的方式影响儿童，走符合天性的自然主义道路，以乌托邦精神共筑面向未来的儿童乐园，最终实现面向未来的，“以望为本”的教育蓝图。 |
| 英文摘要: |
| Abstract: Put forward by German philosophyer Bloch, "not yet" is the core concept in hope philosophy. From Bloch’s perspective, “not yet” represents hope, being the inner power of human development. By the leading of “not yet”, neoteny in early education, unspecialization in children development and its instinct all have new meaning and value. From the perspective of“obsrving first”, development value are included in the recreation spirit of children, the imagination of children, and the rich and colorful children culture. In the practical early education practice, intentional blank can be used to influence children in a naturalism way conforming to their nature. Utopia spirit can be applied to construct children’s paradise facing future. Eventually, a future-faced, “observing first” educational vision can be accomplished. |
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