CAJ | 학술논문

教学交往先后经历了主体性、主体间性和他者性三种不同的范式。主体性范式通过主体性原则实现主体在教学交往中的支配性地位，但却导致了自我中心化倾向，同时也呈现出交往的知识论特征；主体间性的教学交往范式力图避免主体性范式面临的困境，使交往双方在民主、参与、合作中达成彼此的理解，然而理解却并不能保证接受，而且主体间性在面对情感和价值内容时表现出的无奈也使其成为一种在想象中构建的乌托邦式的交往世界；教学交往的他者转向使同一性哲学的认识主体得以解构，从而确保了交往中他者的他性。他者性教学交往是为了他者并对他者承担责任的交往，它通过重建主体性最终得以完成。
교학교왕선후경력료주체성、주체간성화타자성삼충불동적범식。주체성범식통과주체성원칙실현주체재교학교왕중적지배성지위，단각도치료자아중심화경향，동시야정현출교왕적지식론특정；주체간성적교학교왕범식력도피면주체성범식면림적곤경，사교왕쌍방재민주、삼여、합작중체성피차적리해，연이리해각병불능보증접수，이차주체간성재면대정감화개치내용시표현출적무내야사기성위일충재상상중구건적오탁방식적교왕세계；교학교왕적타자전향사동일성철학적인식주체득이해구，종이학보료교왕중타자적타성。타자성교학교왕시위료타자병대타자승담책임적교왕，타통과중건주체성최종득이완성。
Teaching interactivity has experienced three different paradigms, that is subjectivity, intersubjectivity and otherness. In the subjectivity paradigm, the subject was dominant which led to the ego-centralized and knowledge-only characteristic. In order to avoid the problems, the intersubjectivity paradigm tried to make people understand each other in the form of democracy, participation and cooperation. However, the understanding could not guarantee the acceptance, and the weakness of feelings and Values contract turned this paradigm to be some kind of communication world of Utopia only in the imagination. The transform to otherness paradigm makes the subject deconstruct the identity and ensures the other＇s difference. The otherness paradigm of teaching communication is the one for otherness and has the responsibility to the others, which would be established by re-building subjectivity.