河南师范大学学报(哲学社会科学版)

知识追求是教师担负成人成己责任的必要方式。教师片面性追求知识的“有用性”,而将边界化的、片面性的和工具性的认识当作绝对真理，便是“自以为知”的。“自以为知(道)”的教师心智封闭，忽视自身理智的有限性，缺乏对求知目的的反思和对知识产生过程的考察。“自以为知(道)”损害教师理智健全，可能造成教师认知自傲、认知懒惰和认知固化等理智缺陷。教师“自以为知”之弊的化解是通过概念语义的考察、命题知识的澄清以及实践经验的反思，揭示知识或正确“意见”的前提性条件，从而实现教师哲学性的自我治疗，加深教师的知识理解，促使教师的理智趋于健全。

The pursuit of knowledge is a necessary way for teachers to shoulder the responsibility of education and self-education. Self-opinionated teachers one-sidedly pursue the usefulness of knowledge, makes teachers regard boundary-based, one-sided, and instrumental knowledge as truth, and regard themselves as possessor of truth. Self-opinionated teachers have a closed mind, ignore the limitation of their own reason, lack reflection on the purpose of seeking knowledge and the process of knowledge generation. Self-opinionated is detrimental to the intellectual soundness, which leads to intellectual vices(cognitive pride, cognitive laziness, and cognitive rigidity, etc.) of teachers. Teachers can get rid of their self-opinionated vices by means of the investigation of concept semantics, the clarification of propositional knowledge and the reflection of practical experience, revealing the prerequisites of knowledge/correct opinions, for deepening teachers' knowledge understanding and the soundness of teachers' rationality, which is the philosophical self-therapy of teachers.