如何走出“中国学习者悖论”——中西方教育哲学的双重价值及其统合

发布时间：2018-01-22 00:49

本文关键词： 教育哲学初始自然状态公共善人类文化史虚拟探究　出处：《探索与争鸣》2015年10期 　论文类型：期刊论文

【摘要】：中西方教育哲学的不同价值导向使中国学生陷入双重准则羁绊之中,不少学生学习成绩高而内在动机低,学习投入大而学习进步小。如果以"初始自然状态"为分析工具对"文化"进行重新定义,中西方教育目标可以通过"公共善"与"仁"的统一性得以统合;教育内容则通过"知识就是力量"与"道即善"的相融性得到整合。今天中国乃至全球教育内容总框架需要重构,以"重构人类文化史"代替"重演西方文化史";通过跨文化"虚拟探究"人类整体文化演进模式,使学生头脑中分裂、零散甚至冲突的知识建立起一个统领各科、目标一致的"知善同构"的体系,为全球化时代重构社会秩序、重塑现代性理念与实践培养创新人才。
[Abstract]:The different value orientation of Chinese and Western philosophy of education makes Chinese students fall into the fetters of double standards. Many students have high academic achievement and low intrinsic motivation. If "initial natural state" is used as an analytical tool to redefine "culture", the educational goals of China and the West can be integrated through the unity of "public good" and "benevolence". The content of education is integrated through the combination of "knowledge is power" and "Tao is good". Today, the general framework of educational content in China and even in the world needs to be reconstructed. "Reconstruction of the history of human culture" instead of "repeat the history of Western culture"; Through the cross-cultural "virtual exploration" of the overall cultural evolution of human beings, the students' knowledge, which is divided, scattered or even conflicted in their minds, establishes a system of "isomorphism of knowledge and good" with the same objectives. To reconstruct the social order in the era of globalization and to reshape the concept and practice of modernity to cultivate innovative talents.
【作者单位】：南京大学教育研究院;
【基金】：江苏高校哲学社会科学研究重点项目“江苏高校本科拔尖创新人才培养模式研究”(2010ZDIXM018) 江苏省“2011计划基础教育人才培养模式协同创新中心”项目(南京师范大学主持)
【分类号】：G40-02
【正文快照】： 楚,五四以来,什么东西才值得珍惜,比如民主、科学、自由;元化又提醒国人,给现代中国文化带来了巨大转型的五四思潮本身,并不都是好的。比如陈独秀面对杜亚泉时所张扬的那种文化强势,只希冀他人说话应科学而民主,却不自律自己说话也宜科学而民主,元化认为这绝不是好东西。这个

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