| Teaching is the special activity between teacher and students, and they translate the knowledge and spirit through the activity to understand each other in emotion and psychics. The way they act decides the way they teach. Whatever meanings, types and characteristics the teaching has, activity is the one between self and the other. Therefore the different attitudes towards the others model kinds of teaching paradigms. The subjectification of self and objectification of others make the subjectivity-teaching exist; the inter-subjectivity of self and others takes inter-subjectivity come true in conception and practice. However, on matter what paradigm it is, they both cover the others in the way of identity and shade the other to be sheltered exist.Western philosophy finished its’ subjectivity turning of self since the age of Descartes, and subjectivity-teaching was also based on Descartes’subjectivity philosophy. Subjectivity philosophy established universal reasonable subjectivity, settled the reasonable foundation of the knowledge and the truth, realized the re-turn from the knowledge and the truth to self, and made subjectivity principle become the first one in teaching. The conception of subjectivity wasn’t restricted to cognized subject, and it also referred to the ethical and the practical subject in subjectivity-teaching. However, no matter what kind of the subject it was, they all expressed the characteristics as self-centered, and the meaning of priority and ascendancy. With the rule of subjectivity philosophy which had the clear line between subject and object, subjectivity-teaching apparently was one-way by the subject and ignored the other issues in teaching. Though subjectivity-teaching had several performances, the other wouldn’t survive from its" ignored and covered destiny.Inter-subjectivity-teaching tried to avoid the drawbacks from subjectivity-teaching by given the subject position to the other, and made equal conversation and activity which replace dominant relationship between self and the other. Inter-subjectivity-teaching had its premise of understanding between self and the other, had its way of sincere attitudes, authentic content, and justice manner to make itself validity in practice, and finally realized the activity true in dialogues, teaching lives, teaching classes between teacher and students. The emphasis to the understanding, the cooperation and the fellowship made the other full-valued in inier-subjectivity-teaching. On the one hand, the theory of Inter-subjectivity, which had gone through Hegel, Husserl and Habermas and had been constructed by different theories, had its chaos in deduction in education. On the other hand, inter-subjectivity-teaching had problems on comprehension because of its’ cognitional characteristic, furthermore, the comprehension could not ensure the acceptation in heart.The subject in subjectivity-teaching and in inter-subject-teaching both went to the way of identity, following self-infatuation and self-return, in the same time, the other had to stay being covered. The erection of post-modernity philosophy and its’intense critique made identical subject destruction, and the subject which used to control everything in the activity begin to retire, even to die. Subject died, yet man still goes on. It is the death of subject that helped the other rise in teaching, and its’ otherness may burst into bloom, which includes strangeness, non-cognition, absolute difference, irreducible infinity and transcendence.The promotion of the other made it get rid of being objectification, and the freedom of the other made the destructed subject come into nirvana. The rebirth subject was not self-centered, dominant, or possessive one, and it was not equal, interactive, or shareable one either. It is the subject that faces the other, takes responsibility to the other; it is the one that is rid of knowing and gaining and becomes moral. The other’s clarification and the subject’s nirvana rebuild the relationship between self and the other, and turn the teaching paradigms from the subjectivity-teaching, inter-subject-teaching to the-other-teaching. The subject in the-other-teaching paradigm always expresses the respect, the protection, the listening of the voice, and the promises to their responsibility. The-other-teaching makes it true to cultivate students’ other-feelings through the process of responsibility and promise, and this would finally pure our teaching and education into kindness. |
