摘要
知识的本质观是关于知识本质的认识模式和思维方式的方法论观点。本质主义的知识本质观是近代以来,对中国知识教育及教育学研究影响最为深刻的一种观点。当前,由于其知识信仰的本质主义严重制约了中国教育学研究和教育改革的发展,因此,必须对其产生背景—现代性及其理性进行反思与批判。反本质主义的知识本质观超越于本质主义的知识本质观,以其后现代性对现代性的知识本质观进行了彻底地反思、批判与解构。然而,这种知识本质观仍然存在着不可克服的缺点,必须对其产生的核心背景—后现代性进行反思与批判。反思的现代性超越于二者,在包容现代性与后现代性合理要素的基础上,兼容知识的相对性、动态开放性、多样性与差异性、情境性、共识性以及不确定性六个维度重建了新型的知识本质观。据此,中国教育学研究和教育改革必须在此基础上,对教育学理论研究与教育实践性变革中存在的问题与论争,进行深刻地教育学反思与批判,走向反思的现代性之路。
The view of knowledge-essence is a kind of methodological view on cognition and thinking model of knowledge-essence.The view of knowledge-essence of the essentialism is a view which has the most significant influence on China＇s knowledge education and pedagogic study in modern times.Nowadays,the knowledge belief of essentialism has seriously restricted the development of Chinese pedagogic study and educational reform.Therefore,we have to rethink and criticize its development background,that is,the modernity and its rationality.Anti-essentialism＇s view of knowledge-essence transcends that of the essentialism.It makes thorough reflection,criticism and deconstruction on the knowledge-essence with modernity through its post-modernity.However,this kind of knowledge-essence view bears insurmountable drawbacks.So we must rethink and criticize its core background,namely,the post-modernity.The modernity of reflection transcends the two mentioned above.Based on the rational elements of modernity and post-modernity,it involves six dimensions,namely,the relativity,dynamics,diversity,contextuality,the nature of common view and uncertainty,and reconstructs a new kind of knowledge-essence view.Based on this,Chinese pedagogic study and educational reform hereby must make thorough pedagogic reflection and criticism on the problems and controversy in the pedagogic theoretical research and practical reformation,and thus move towards the modernity of the reflection.
出处
《教育学报》
CSSCI
北大核心
2010年第1期20-29,共10页
Journal of Educational Studies
基金
国家社会科学基金"十一五"规划教育学课题"我国中小学生态课堂建设与教学方式变革研究"的阶段性成果之一
课题批准号:BHA070041
关键词
知识本质观
现代性
后现代性
反思的现代性
教育学
knowledge-essence view
modernity
post-modernity
modernity of the reflection
pedagogy
