塑造儿童乃教育学之原罪

摘要 赫尔巴特以来的教育学存在着这样一种传统观念，即把教育理解为一个对儿童和学生进行塑造的过程。这种塑造的教育观以基督教原罪说为深层理论基础，与人类社会长期以来对儿童的隔离和改造的历史之间存在着复杂的继承与参与的关联。行为主义为塑造的教育观在20世纪的延续提供了强有力的支持，二者在否认和解构儿童主体性方面是一致的。现代信息技术和后喻文化的到来，以及由此带来的儿童与成人之间"知识鸿沟"的逐渐消弭，已经使得秉持塑造教育观的学校窘迫不堪。要真正走出这一困境，我们首先必须对教育学的赫尔巴特传统进行彻底的反思，在理论上真正肯定和承认儿童的主体地位，将教育由"塑造"还原为"培育"和"服务"，由"燃烧自己"转变为"点燃他人"，由为儿童设计未来转变为帮助儿童创造未来。我们说塑造儿童是教育学的原罪而非本罪，暗指这并非是一种谴责，而是一种对深层问题的直视和反思。
Abstract：There is a tradition in pedagogy since Herbart that education is understood as a process of shaping children and students. This kind of educational view is built on the theory of the original sin of Christianity, and has a complex relationship between inheritance and participation in the history of the isolation and transformation of children. Behaviorism has provided a strong support for the modelling concept of education in the 20th century, and the two are consistent in denying and reconstructing the subjectivity of children. With the advent of modern information technology and post-figurative culture, and the gradual elimination of the "knowledge gap" between children and adults, the schools, which are established on the modelling concept of education, are finding it hard to deal with the situation. To get out of this dilemma, we must first rethink the Herbart tradition of pedagogy, recognize the subject status of children in theory, and restore education from "shaping" to "nurturing" and "service", from "burning oneself" to "igniting others", from "designing the future for the children" to "helping children to create the future". The so-called modelling of children is the original sin of pedagogy rather than principal crime, implying that this is not a condemnation, but a deep vision of and a theoretical reflection on the problem.