世界存在的符号性与万物的教育理解——万物教育解释学的视域

doi:10.16382/j.cnki.1000-5560.2025.12.004

摘要/Abstract

摘要：

世界显现符号与符义，存在蕴含理解和被理解。符号与理解的关系，显现世界万物之间的教育意义交流。符号与解释项不以人类语言为前提。万物通过符号及感知或理解，形成万物间性，建立万物之间的能供性与共创，形成世界构型、构序。世界的符号过程呈现万物之间、人与物之间接合、交流、化育、塑造等关系。万物的符号及其感知，相互给予、相互树立、相互塑造，呈现培育性关系，显现万物的教育意义。人类的教育实践，需要打开更大、更多的符号空间，需要人类的教育理解解释世界万物的多重符号过程，理解、响应世界万物的符指，创制多层次的教育意义联结，使人类从万物存在中获得更多的教育塑造。理解万物的教育意义是创制人工智能时代的培育人类精神特异性的新质教育形态的尝试。

关键词: 符号, 万物感知, 教育理解, 意义创制, 万物教育解释学

Abstract:

The world reveals itself with signs and semiosis, and being contains understanding and being understood. The relationship between signs and understanding shows the meaningful communication among all things in the world. Signs and their interpretants do not necessarily base on human language. All things, through signs and understanding, form intersubjectivities, establish co-creation and, affordances, and form the structures and orders of the world. The semiotic processes or actions of all things establish each other, give to each other, and shape each other, presenting a nurturing and educational relationship, establishing inter-educational meanings. For educational practices of human, it is necessary to face the multiple semiotic processes of the world, open up more semiotic spaces to perceive, respond to, and understand the semiosis of all things, and to form connections of educational meanings at multiple levels, in order to obtain educational shaping from the existence of all things, and thus it is a try to recreate new types of education that nurtures the human singularity in the era of artificial intelligence.

Key words: semiotics, perception of things, educational understanding, meaning-making, hermeneutics of education in everything

金生鈜. 世界存在的符号性与万物的教育理解——万物教育解释学的视域[J]. 华东师范大学学报(教育科学版), 2025, 43(12): 50-59.

Shenghong Jin. The Semiotics of the World and Educational Understanding of Everything[J]. Journal of East China Normal University(Educationa, 2025, 43(12): 50-59.

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