教育理论与实践

“生活世界”作为胡塞尔现象学哲学的核心概念，具有深刻的哲学理念。然而，教育领域部分学者未深究“生活世界”的内在意蕴，将教育回归的“生活世界”肤浅化为日常世界、表面化为经验世界、割裂化为主客世界，致使教育陷入虚空和庸俗的境地。鉴于此，回归胡塞尔文本重新理解“生活世界”成为破解这一困境的关键举措。在胡塞尔看来，“生活世界”是人之存在的原初境域，是由人建构的意义土壤，是“我们的”共同世界。“教育生活世界”便是在“生活世界”上产生的独特世界，是教育之存在的原初境域，它不在学校围墙之内，而在人建构、充实意义之处，是意义流动的动态场域，是人与万物的共有世界。教育唯有回归这样的世界，才能摆脱抽象理论的桎梏，真正生成并显现教育意义。

As a core concept in Husserl's phenomenological philosophy,the “life world” embodies profound philosophical principles. However,some scholars in the field of education have failed to delve deeply into the intrinsic meaning of the “life world”. They have just reduced the “life world” to which education aspires to return to a mundane world,a superficial experiential world,and a fragmented world of subjects and objects,which has led education into a state of emptiness and vulgarity. In light of this,returning to Husserl's texts to reinterpret the “life world” becomes a crucial step in resolving this predicament. In Husserl's view,the “life world” constitutes the primordial ground of human existence,which is a soil of meaning cultivated by humanity,and our shared world. The “educational life world”thus emerges as a unique realm within this life world,serving as the foundational terrain of educational existence. It resides not within school walls,but where humans construct and enrich meanings. It is a dynamic field where significance flows,and a world shared by humanity and all things. Only by returning to such a world can education break free from the shackles of abstract theory and truly generate and manifest educational meaning.