| Traditional teaching theories mainly focus on studying the essence of teaching and the relations among factors of teaching.In the former,primarily answering the question of “what teaching is”,researchers seek the essence or foundation of teaching by abstraction of actual teaching and forget the temporality of the being of teaching by considering it as a constant being.While in the latter,despite various theories on the relations among teachers,students,teaching objectives,teaching processes,teaching contents,teaching methods,teaching evaluation and other factors,researchers forgets the temporality of the being of teaching by placing teaching against the background of the computational time of teaching,discussing how to effectively achieve the teaching objectives,select teaching contents,design teaching processes and choose teaching methods,and thereby viewing the computational time of teaching as the only dimension of teaching time.Based on revealing that the temporality of the being of teaching is masked,the dissertation elaborates on three points in six chapters: why teaching is a being with temporality,what the temporality of the being of teaching is,and what the study on the temporality of the being of teaching reveals.Chapter one points out that teaching time constitutes the horizon to understand the being of teaching.The specific and actual teaching is conducted in the interaction between the dasein teachers and students here and now.Teaching is the teaching revealed and conducted by dasein teachers and students while dasein teachers and students are those teachers and students in the teaching taking place now,therefore,teaching and dasein teacher-student coexist.Dasein teachers and students are not abstract concepts or roles thereof but temporal beings which reveals that teaching is a temporal being.The temporal being of teaching is “how to be” in a specific sense and must be analyzed from the perspective of time.Chapter two,Chapter three and Chapter four expound on the different forms teaching assumes in different modes of teaching time respectively.There are three modes for the time of teaching,namely computational time of teaching,inauthentic time of teaching and authentic time of teaching.Computational time of teaching is the numerical system shown by the quantification of teaching by the clock,with the most common classification being the fixed 45-minute class.The dasein teachers-students must deal with teaching factors encountered in teaching,plan,arrange and unfold their potential being in the correlation of such factors;inauthentic time of teaching is the occasion on which the being of dasein teacher-student is constructed in the comprehension of the being of such teaching factors.Authentic time of teaching is the time when the dasein teacher-student decide to distance themselves from the correlation with such factors,or they maintain the potentiality of their authentic selves without such correlation,they reveal themselves in themselves,or they are their own grounds of being,and make teaching factors as teaching factors per se.The form of teaching varies with the different modes of time.The computational time of teaching is characterized by objective availability,orderly structure stratification,quantified timing,linear irreversibility,etc.Its revelation constitutes the time horizon of teaching’s alienation,which results in mandatory constraint of pre-set teaching schedules,restriction of the students’ individualized development by ready-made teaching content,inhibition of humanity by the pursuit of efficient teaching technology,deprivation of the dasein teachers’ and students’ freedom by linear teaching routines.There are various forms of inauthentic time of teaching,such as the inauthentic time of teachers,of students,of textbooks,of teaching technology,event time,public teaching time,etc.These different forms of inauthentic time resulted from different understanding on frames of reference are characterized by diversity of frames of reference in terms of numbers,differences in understanding the inherent “occasion” in terms of the understanding differences of references,power contention between them in terms of the power will of the references,everydayness in terms of the university of references,unity of the past,present and future dimensions of time in terms of the horizon of the different time references.The inauthentic being of teaching revealed in inauthentic time of teaching is characterized by the mandatory constraint on the dasein teacher-student by the public time of teaching,the inhibition of the free performance of the teachers and students by the contention between the inauthentic time of teachers and that of students,teaching content out of life caused by the appearance between the inauthentic time of textbooks and that of students,herausforden of teaching by the inauthentic time of teaching technology,etc.The authentic time of teaching is characterized by everyday masking,unpredictability,transcendence over presence,free unfolding,and power invisibility.In the context of authentic time of teaching,the authentic being of teaching exists in the authentic Being,the authentic being of the teachers exists with the possibility of “no teaching”,and the authentic being of the students exists with the possibility of “self-learning”.Various teaching factors exist as their true selves per se such as teaching schedules with the possibility of “no schedules”,teaching content with the possibility of “back-to-life”,teaching technologies with the possibility of “the replacement of teaching”.Chapter five demonstrates the coexistence of the three modes of teaching time and the integrity of the temporality of the being of teaching.The three modes of teaching time do not exist separately in teaching practice.The computational time of teaching is “already being”,the inauthentic time of teaching is “self being” and authentic time of teaching is “potential being”,they coexist in teaching practice.The authentic time of teaching is the source,inauthentic time of teaching exists on the premise of authentic time of teaching,and the computational time of teaching originates from authentic time of teaching and abstracted from inauthentic time of teaching.Their coexistence displays the integrity of the temporality of the being of teaching.The being of teaching contains the authentic being of teaching,the inauthentic being of teaching and the alienated being of teaching.The authentic being of teaching unfold itself in,inseparable but hidden in everyday inauthenticity and alienation.Chapters six focus on what the study on the temporality of the being of teaching reveals.The temporality of the being of teaching is significant in two aspects of studies,namely teaching theory and teaching practice.In teaching theory studies,the question of “what teaching is” veils the temporality of teaching;therefore,theoretical researchers need to shift the question to “how teaching is”,and consciously realize the dasein teacher-student and the temporality of teaching therein.This theoretical realization does not mean that the way of thinking and achievements of traditional teaching theories should be rejected;instead,traditional teaching theories should be experienced and constitute the “present being” and “future being” as well as the “past being” of teaching theories.In teaching practice,teaching practice exists in everyday teaching where computational time of teaching and inauthentic time of teaching reveal themselves;therefore,practitioners should seek the authentic being of teaching in everyday teaching,and cannot maintain authenticity by rejecting everyday teaching.In the pursuit of the authentic being of teaching,the teachers should teach facing “not teaching”,the students learn facing “self-learning”,teaching schedules exist facing “no schedules”,teaching content be set facing “back-to-life”,and teaching technology be used facing “the replacement of teaching”. |
