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“心即理”何以育人 ——心学智慧与教师心理素养的跨时空对话

How Can “Mind is Principle” Cultivate People? A Crosstemporal Dialogue between the Wisdom of Mind Studies and Teachers’ Psychological Literacy

Psychology of China / 2025,7(12): 1569-1573 / 2025-12-12 18 14

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• Authors: 关敏¹ 刘家学¹ 周明江²
• Information:

  1．宜宾市南溪区教师培训中心，宜宾；
  2．宜宾市南溪区教育和体育局，宜宾

• Keywords:
  Wisdom of the school of mind (Xinxue); Teacher psychological literacy; Cultural psychology
  心学智慧; 教师心理素养; 文化心理学
• Abstract: Teachers’ psychological literacy is a key factor influencing educational quality and student development, with research models shifting from a static perspective to a dynamic developmental view. The current teacher psychological support systems, largely based on Western psychological theories, have shown some effectiveness. However, their limitations—such as being overly technical, individualized, and “decontextualized”—make it difficult to address teachers’ deep-seated psychological needs, including value dilemmas and cultural belonging. Therefore, returning to indigenous culture to explore resources for teacher psychological development has become an important direction. Wang Yangming’s philosophy of mind, which emphasizes “the mind is the principle,” “unity of knowledge and action,” and “extending innate moral knowledge,” contains psychological wisdom related to self-awareness, meaning construction, and practical cultivation. This aligns closely with core aspects of teachers’ psychological literacy, such as emotional regulation, professional identity, and educational beliefs. However, existing research predominantly remains at the level of philosophical interpretation. A systematic theoretical connection between the wisdom of Wang’s philosophy and the modern psychological structure of teachers has yet to be established, and empirical validation is lacking, resulting in a disconnect between traditional wisdom and modern educational practice. This study aims to bridge this gap. By examining the philosophical essence of Wang’s philosophy and its inherent connection to teachers’ psychological literacy, it seeks to establish a cross-temporal dialogue mechanism and promote the transformation of this wisdom into practical teacher psychological development. Specifically, it focuses on the relationship between Wang’s philosophical insights and teachers’ emotional regulation, self-awareness, professional identity, and educational beliefs. The study proposes a localized model for enhancing teachers’ psychological literacy through the integration of “culture–psychology– education,” offering a new pathway for teacher psychological development that combines cultural depth and empirical grounding. This exploration not only expands the application of cultural psychology in the field of education but also provides a practical reference for the creative transformation of China’s outstanding traditional culture. 教师心理素养是影响教育质量与学生发展的关键，其研究模式正从静态观转向动态发展观。当前基于西方心理学理论的教师心理支持体系，虽有一定成效，但存在“去情境化”局限，难以回应教师在价值困惑、文化归属等方面的深层需求。因此，回归本土文化以挖掘教师心理建设资源成为重要方向。王阳明心学强调“心即理”“知行合一”“致良知”，蕴含自我觉察、意义建构与实践磨砺的心理学智慧，与教师情绪调节、职业认同、教育信念等高度契合。然而，现有研究多停留于哲学阐释，尚未系统建立心学与现代教师心理结构之间的理论对接，也缺乏实证检验，导致传统智慧与现代教育实践相互脱节。本研究旨在弥合这一断裂，通过梳理心学内涵及其与教师心理素养的内在联系，构建跨时空的对话机制，推动心学智慧向教师心理发展实践转化。具体聚焦心学认知与教师情绪调节、自我觉察、职业认同及教育信念之间的关联机制，构建“文化—心理—教育”融合发展的本土化教师心理素养提升模式，为教师心理建设提供兼具文化深度与实证基础的新路径。这一探索既拓展了文化心理学在教育领域的应用，也为中华优秀传统文化的创造性转化提供了实践参照。
• DOI: https://doi.org/10.35534/pc.0712253 (registering DOI)
• Cite: 关敏, 刘家学, 周明江. (2025). “心即理”何以育人？——心学智慧与教师心理素养的跨时空对话. 中国心理学前沿, 7 (12),1569-1573.