意识、语言与教育
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摘要
塞尔哲学代表分析哲学在当代的新进展,这个“新”体现在一个转向上——当代分析哲学的研究中心从语言哲学转向心灵哲学。心灵哲学从传统分析哲学的拒斥形而上学到回归哲学本体论研究。塞尔哲学的本体论称作“生物学的自然主义”,从实在世界本身的发展来说明心灵和意识现象。作为当代心灵哲学的领军人物,在身心问题的讨论中,塞尔认为意识研究才是解决此问题的正确路径。塞尔的研究工作包括三部分——语言哲学、心灵哲学和社会哲学,并且致力于说明这一切是怎样联系在一起的。在这个意义上可以看到塞尔哲学与传统的分析哲学不同,传统的分析哲学家注重逻辑分析,塞尔也进行许多逻辑分析,但是他同时强调综合。他认为世界是一个融贯的整体,我们应当能够确切解释这一世界的不同部分是怎样相互联系起来的,这是一个分析学家所进行的综合。在这个整体的世界观中,可以清晰看到塞尔哲学的内在逻辑：意识、意向性、集体的意向性、语言、意义、社会,也可以说是社会实在建构的逻辑。
塞尔哲学关于社会实在建构的理论对教育学具有直接的启示意义：教育以意识为起点；意识与意向性有本质关联,学生通过意向性认识世界；当个体的意向性到达集体的意向性,意味着学生融入社会文明；语言对于教育这种制度性实在来说是本质性的,教育的实际运作就是教师以言行事；从物理发声到以言行事的行为,这其中起关键作用的是意义,语言通过意义与实在相关联,与一般的说话不同,教师通过“教的意向”为学生建立理解的事实；教师以言行事的行为建构起教育这种独特的制度性和社会性实在。
教育是培养人的活动,培养人的落脚点在意识的养成。教育作为一种制度性和社会性实在,意识在其形成和发展中起着动力因的作用。并且,人通过意识活动,教育通过影响人的意识可以直接影响人的行为。教育培养人的意识,具体来说是让学生的意识形成关于这个世界的有质感的网。因为意识状态不能孤立的发挥作用,它们需要处于意识状态连结构成的网络之中。传递处于网络中的知识就是素质教育,注重知识专递没有错,关键在于传递的是割裂的知识,还是处于网络中的知识。这张网络是不分学科的存在,教师怀有“-个世界”的世界观,以此出发设计教学,进行“整体教学”。教学中所教内容的意向性网络要依据心灵的意向性来绘制。并且,网络中的每一个意识状态都有其独特的质感,这使得它们能够同其它意识状态相区别。这张有质感的网,在量和质两个维度上都要获得发展,它表征的是人类生活于其中的世界。教育以此为起点,正是为了实现让学生的心灵认识世界的目的。
如何让学生的心灵认识世界,塞尔的意向性理论可以为此做出解释,对教学过程产生启示意义。“内在的意向性”直接建立心灵与世界的联系,教学要达到这种“内在的意向性”,教师建构的有质感的网便是“内在的意向性”网络。为了让学生直接获得“内在的意向性”,教师必须确保满足条件存在,并且满足条件要和意向状态建立能让学生意识到的直接联系；让学生“实际的经验到”满足条件；直接经验只是“实际的经验到”的基本含义,其含义会得到扩充。区分“内在的意向性”和“派生的意向性”,语言已经是一种“派生的意向性”。因而教材和教参上的内容不直接就是教学内容,教师要把以“派生的意向性”为表达形式的教材和教参转换成能直接与世界建立联系的“内在的意向性”。
教育的实际运作依靠教师语言。教师以言行事行为的执行都包含如下四个意向：“说出”的意向、意义意向、传达意向和教的意向。当且仅当这四个意向状态同时存在,教师之教才得到满足。为此,教师的语言,不能仅仅是发出物理的声音,不能仅仅是让这个物理的声音具有正确的语言学和逻辑的意义,不能仅仅是一般地满足于对这个在语言学和逻辑上没有错误的语言使用赋予意义,而是在所有这些存在的同时赋予了教育的意义——它能够为学生所理解并且这正是教师所意图实现的。教师的语言可以划分为五种类型,教师说出的话语是否适当,只要考虑这句话是否实现了其所归属的类型所具有的功能。
塞尔哲学视域下的教育学,为教育发生的过程提供内在一致的有依据的逻辑分析,始终致力于发现教学中存在的问题,提出改进策略,设计出沟通儿童心灵与世界的教学。
Philosophy of John R. Searle represents the analytic philosophy in the new development of contemporary. The "new" embodied in a turn——the research center of analytic philosophy on contemporary from the philosophy of language to the philosophy of the mind. The philosophy of the mind back from the traditional analytic philosophy rejecting metaphysics to philosophy ontology. The philosophy ontology of Searle called "biological naturalism", to illustrate the mind and consciousness phenomenon from the development of the reality world. As a contemporary philosophy of the mind of the leader, in the discussion of physical and mental problems, Searle think of consciousness is the correct path to solve this problem. Searle's research work includes three parts——the philosophy of language, philosophy of the mind and philosophy of society, and to illustrate how it all ties together. In this sense the different between philosophy of Searle and traditional analytic philosophy can been seen, logical analysis is focused by traditional analytic philosophers. Searle also carried out a number of logical analysis, but he also stressed that the comprehensive. He believes that the world is a coherent whole, we should be able to explain the different part of the world is how to relate to each other, which is a synthesis by analyst. In the overall view of the world, the internal logic of Searle's philosophy can been seen:consciousness, intentionality, collective intentionality, language, meaning, social, also it is the logic of construction of social reality.
Searle's philosophy on the construction of social reality theory has direct implications for Education: consciousness as a starting point of education; there are essential relationship between consciousness and intentionality, the world to be knew by intentionality for the students; when the intentionality from the individual to collective intentionality, means that students into social civilization; language is essential for education as a institutional reality, the actual operation of education is the illocutionary acts of the teacher; from the physical sound to the illocutionary acts, the meaning plays a key role in this, language associated with reality by the meaning, different from general speaking, the reality of understanding is established by teaching intention; education as a social and institutional reality is been constructed by illocutionary acts of teacher.
Education is to cultivate people, whose foothold is consciousness. Education as a social and institutional reality, consciousness plays a role of dynamic cause in its formation and development. And, human act through the consciousness, human behavior can been affected directly by education which affect human consciousness. human consciousness be cultivated by letting the students consciousness set up a qualitative net about the world. Because the state of consciousness can not have function individually, they need to be in a link network of state of consciousness. The quality education is to transmit knowledge which is in the network. Pay attention to the knowledge service is not wrong, the key lies in the thing which is transmitted is fragmented knowledge or knowledge in the network. This network is not divided by different subjects. Teachers have view of the world of "one world", which is the starting point to design teaching and do "integral teaching". In teaching, the network of intentionality should be drawn by intentionality of the mind. And, each conscious state in the network has its certain qualitative, which makes them can be distinguished from other conscious states. The qualitative net developments in the two dimensions of both quantity and quality, it representation the world which human living in. The reason of using consciousness as a starting point for education is to make the purpose of letting the student's mind understanding the world true.
How to make students understand the the world, make Searle's theory of intentionality can explain this, have implications for teaching process."Intrinsic intentionality" directly establish the relationship between the mind and the world. Teaching have to achieve this "intrinsic intentionality". The qualitative network constructed by teachers is the "intrinsic intentionality". In order to let the students directly obtain the "intrinsic intentionality", the method is to make satisfying condition exist, and enable the satisfying condition establish direct contact with intentional state which can be conscious by students; enable students feel it real; direct experience is a primary stage, its meaning will extended. To distinction between "intrinsic intentionality" and "derived intentionality", all linguistic meaning is "derived intentionality". The content of teaching materials and teaching reference books is not directly the teaching content, so teachers should take the teaching materials and teaching reference books which in the form of "derived intentionality" turn into "intrinsic intentionality" directly establishing the relationship with the world.
The actual operation of education depends on Teachers' language. Teachers' each illocutionary acts perform are included four intentions as follows:"saying" intention, meaning intention, communicative intention and teaching intention. If and only if the four intentional states exist at the same time, the teaching is satisfied. Therefore, teachers' language, not just a physical sound, not only let the physical sound has the correct linguistic and logical meaning, not only is generally satisfied with the linguistic and logical not wrong language meaning, but in all these existing at the same time given to education significance--it can for students to understand and this is the intention of the teacher. Teachers' language can be divided into five types, whether the language is appropriate, it depends on whether or not this sentence make the function of its' type come true.
The pedagogy in the perspective of Searle's philosophy providing a consistent and basis logic analysis for the process of education, has always been committed to find teaching problems, puts forward improvement strategies, designs the teaching communicating the mind of children and the world.
塞尔哲学关于社会实在建构的理论对教育学具有直接的启示意义：教育以意识为起点；意识与意向性有本质关联,学生通过意向性认识世界；当个体的意向性到达集体的意向性,意味着学生融入社会文明；语言对于教育这种制度性实在来说是本质性的,教育的实际运作就是教师以言行事；从物理发声到以言行事的行为,这其中起关键作用的是意义,语言通过意义与实在相关联,与一般的说话不同,教师通过“教的意向”为学生建立理解的事实；教师以言行事的行为建构起教育这种独特的制度性和社会性实在。
教育是培养人的活动,培养人的落脚点在意识的养成。教育作为一种制度性和社会性实在,意识在其形成和发展中起着动力因的作用。并且,人通过意识活动,教育通过影响人的意识可以直接影响人的行为。教育培养人的意识,具体来说是让学生的意识形成关于这个世界的有质感的网。因为意识状态不能孤立的发挥作用,它们需要处于意识状态连结构成的网络之中。传递处于网络中的知识就是素质教育,注重知识专递没有错,关键在于传递的是割裂的知识,还是处于网络中的知识。这张网络是不分学科的存在,教师怀有“-个世界”的世界观,以此出发设计教学,进行“整体教学”。教学中所教内容的意向性网络要依据心灵的意向性来绘制。并且,网络中的每一个意识状态都有其独特的质感,这使得它们能够同其它意识状态相区别。这张有质感的网,在量和质两个维度上都要获得发展,它表征的是人类生活于其中的世界。教育以此为起点,正是为了实现让学生的心灵认识世界的目的。
如何让学生的心灵认识世界,塞尔的意向性理论可以为此做出解释,对教学过程产生启示意义。“内在的意向性”直接建立心灵与世界的联系,教学要达到这种“内在的意向性”,教师建构的有质感的网便是“内在的意向性”网络。为了让学生直接获得“内在的意向性”,教师必须确保满足条件存在,并且满足条件要和意向状态建立能让学生意识到的直接联系；让学生“实际的经验到”满足条件；直接经验只是“实际的经验到”的基本含义,其含义会得到扩充。区分“内在的意向性”和“派生的意向性”,语言已经是一种“派生的意向性”。因而教材和教参上的内容不直接就是教学内容,教师要把以“派生的意向性”为表达形式的教材和教参转换成能直接与世界建立联系的“内在的意向性”。
教育的实际运作依靠教师语言。教师以言行事行为的执行都包含如下四个意向：“说出”的意向、意义意向、传达意向和教的意向。当且仅当这四个意向状态同时存在,教师之教才得到满足。为此,教师的语言,不能仅仅是发出物理的声音,不能仅仅是让这个物理的声音具有正确的语言学和逻辑的意义,不能仅仅是一般地满足于对这个在语言学和逻辑上没有错误的语言使用赋予意义,而是在所有这些存在的同时赋予了教育的意义——它能够为学生所理解并且这正是教师所意图实现的。教师的语言可以划分为五种类型,教师说出的话语是否适当,只要考虑这句话是否实现了其所归属的类型所具有的功能。
塞尔哲学视域下的教育学,为教育发生的过程提供内在一致的有依据的逻辑分析,始终致力于发现教学中存在的问题,提出改进策略,设计出沟通儿童心灵与世界的教学。
Philosophy of John R. Searle represents the analytic philosophy in the new development of contemporary. The "new" embodied in a turn——the research center of analytic philosophy on contemporary from the philosophy of language to the philosophy of the mind. The philosophy of the mind back from the traditional analytic philosophy rejecting metaphysics to philosophy ontology. The philosophy ontology of Searle called "biological naturalism", to illustrate the mind and consciousness phenomenon from the development of the reality world. As a contemporary philosophy of the mind of the leader, in the discussion of physical and mental problems, Searle think of consciousness is the correct path to solve this problem. Searle's research work includes three parts——the philosophy of language, philosophy of the mind and philosophy of society, and to illustrate how it all ties together. In this sense the different between philosophy of Searle and traditional analytic philosophy can been seen, logical analysis is focused by traditional analytic philosophers. Searle also carried out a number of logical analysis, but he also stressed that the comprehensive. He believes that the world is a coherent whole, we should be able to explain the different part of the world is how to relate to each other, which is a synthesis by analyst. In the overall view of the world, the internal logic of Searle's philosophy can been seen:consciousness, intentionality, collective intentionality, language, meaning, social, also it is the logic of construction of social reality.
Searle's philosophy on the construction of social reality theory has direct implications for Education: consciousness as a starting point of education; there are essential relationship between consciousness and intentionality, the world to be knew by intentionality for the students; when the intentionality from the individual to collective intentionality, means that students into social civilization; language is essential for education as a institutional reality, the actual operation of education is the illocutionary acts of the teacher; from the physical sound to the illocutionary acts, the meaning plays a key role in this, language associated with reality by the meaning, different from general speaking, the reality of understanding is established by teaching intention; education as a social and institutional reality is been constructed by illocutionary acts of teacher.
Education is to cultivate people, whose foothold is consciousness. Education as a social and institutional reality, consciousness plays a role of dynamic cause in its formation and development. And, human act through the consciousness, human behavior can been affected directly by education which affect human consciousness. human consciousness be cultivated by letting the students consciousness set up a qualitative net about the world. Because the state of consciousness can not have function individually, they need to be in a link network of state of consciousness. The quality education is to transmit knowledge which is in the network. Pay attention to the knowledge service is not wrong, the key lies in the thing which is transmitted is fragmented knowledge or knowledge in the network. This network is not divided by different subjects. Teachers have view of the world of "one world", which is the starting point to design teaching and do "integral teaching". In teaching, the network of intentionality should be drawn by intentionality of the mind. And, each conscious state in the network has its certain qualitative, which makes them can be distinguished from other conscious states. The qualitative net developments in the two dimensions of both quantity and quality, it representation the world which human living in. The reason of using consciousness as a starting point for education is to make the purpose of letting the student's mind understanding the world true.
How to make students understand the the world, make Searle's theory of intentionality can explain this, have implications for teaching process."Intrinsic intentionality" directly establish the relationship between the mind and the world. Teaching have to achieve this "intrinsic intentionality". The qualitative network constructed by teachers is the "intrinsic intentionality". In order to let the students directly obtain the "intrinsic intentionality", the method is to make satisfying condition exist, and enable the satisfying condition establish direct contact with intentional state which can be conscious by students; enable students feel it real; direct experience is a primary stage, its meaning will extended. To distinction between "intrinsic intentionality" and "derived intentionality", all linguistic meaning is "derived intentionality". The content of teaching materials and teaching reference books is not directly the teaching content, so teachers should take the teaching materials and teaching reference books which in the form of "derived intentionality" turn into "intrinsic intentionality" directly establishing the relationship with the world.
The actual operation of education depends on Teachers' language. Teachers' each illocutionary acts perform are included four intentions as follows:"saying" intention, meaning intention, communicative intention and teaching intention. If and only if the four intentional states exist at the same time, the teaching is satisfied. Therefore, teachers' language, not just a physical sound, not only let the physical sound has the correct linguistic and logical meaning, not only is generally satisfied with the linguistic and logical not wrong language meaning, but in all these existing at the same time given to education significance--it can for students to understand and this is the intention of the teacher. Teachers' language can be divided into five types, whether the language is appropriate, it depends on whether or not this sentence make the function of its' type come true.
The pedagogy in the perspective of Searle's philosophy providing a consistent and basis logic analysis for the process of education, has always been committed to find teaching problems, puts forward improvement strategies, designs the teaching communicating the mind of children and the world.
引文
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