海德格尔的《泰然任之》与召唤思的教育――基于技术世界中生态危机的教育思考

海德格尔在《泰然任之》一文中指出了两种思想：计算性思维与沉思之思。计算性思维权衡利弊，达不到沉思。人们在这种思维中逃避思想，即逃避沉思之思。“沉思之思”思索存在问题，思考人在技术世界中的立身与持存。而当下中国缺少的恰恰就是这种基于“沉思之思”层面上“思考人在技术世界中的立身与持存”的存在性、根本性、长远性以及终极目的性等深邃思想的指导，其显著表征就是各级政府急功近利、杀鸡取卵式的政策指向――这样的政策指向具有明显的牺牲生态环境和子孙后代发展权利的特征。因此，基于技术世界中生态危机的状况，提出召唤思的教育，旨在培养人们的沉思之思，关注人在技术世界中的生物性生存、社会性生存、精神性生存的问题。
In his article Gelassenhiet, Heidegger pointed out that there are two kinds of thinking: calculative thinking and meditative thinking. Characterized by its weighing up the pros and cons, calculative thinking cannot reach a state of meditation. In this thinking, people evade deep thinking; that is, they avoid meditation. Meditative thing, however, is the thinking about existence, i.e. about people’s development and continued existence in the technological world. What China currently lacks is the guidance based on the profound meditative thinking about the essence and ultimate goal of people’s existence and the maintenance of their beingness in this technological world. This inadequacy is clearly shown by the fact that governments at different levels are eager to achieve quick success at the expense of the ecological environment and the development right of later generations. Addressing the ecological crisis in the technological world, we argue that it is urgent to implement an education of thinking, which is intended to cultivate people’s meditative thinking about their biological existence, social existence and spiritual existence in this technological world