ABSTRACT

Both contemporary naturalist and deconstructivist theories share the suspicion of invoking an emphatic subject in education while not being able to address the question of what education is for in a constructive and value-based way. However, while naturalist theory also focuses on the human mind and its evolutionary origins, deconstructivism is preoccupied with the social constraints of subjectivation. The following takes up the idea that a core value of education is the enhancement of human wellbeing by referring to Ergas’s call for a contemplative turn towards mindful education and relating it to naturalist evolutionary theory about the human mind. This attempt turns out to be promising because mindful education addresses the problem of wellbeing without postulating a non-naturalist realm of emphatic subjectivity. To take up the deconstructivist critique, socio-cultural problems that arise from the idea of mindful education and its relation to naturalist thinking are discussed.

摘要

当代自然主义和解构主义理论都有一个共同的嫌疑，即在教育中援引一个强调的主题，但却无法以建设性和基于价值的方式解决教育的目的问题。然而，自然主义理论也关注人类思维及其进化起源，而解构主义则专注于主体化的社会约束。下面通过提到埃尔加斯呼吁沉思转向正念教育并将其与关于人类心智的自然主义进化论联系起来，探讨了教育的核心价值是增强人类福祉的观点。事实证明，这种尝试是有希望的，因为正念教育解决了幸福问题，而无需假定强调主观性的非自然主义领域。