摘要
作为一种教育的经典隐喻,洞穴隐喻表达了教师存在的特性和复杂形象。它并没有提供解决的具体方案,却展现了成为一个教师所要面临诸多真实困惑、各种关系之间的纠葛。洞穴隐喻以隐喻的形式保全了教师行为的完整性,提供了诸多关于教师的想象和思想阐释,迫使教师认真地思考自身,努力避免一种自我的无意识的存在、单一化的思维与规则主义的行为方式。
As a classical metaphor of education, the cave metaphor implies the characteristics and complex images of teachers＇ existence. Although it fails in providing a concrete way to solve the problems of teachers＇ existence, the metaphor does reveal real perplexities and disputes a teacher has to encounter. The cave metaphor ensures the integrity of teachers＇ conducts via the metaphorical form, and furnishes us with great imagination and thinking about a teacher, forcing a teacher to think over his or her self identity to avoid self-unconscious existence, a unitary thinking and being a routineer.
出处
《当代教师教育》
2017年第1期34-40,共7页
Contemporary Teacher Education
基金
国家社科基金教育学一般课题(BIA130077)
关键词
洞穴隐喻
教师
自我认同
复杂性思维
the cave metaphor
teacher
self identity
complex thinking
