知识教学的文化哲学研究

发布时间：2018-08-17 09:50

【摘要】： “知识教学促进学生发展”,是教学研究与实践的传统论题,也是当代变革关注的时代性课题。人们已经做出了各种探索与回答,但都有所不足,甚至出现了否定知识教学的动向。仔细审查,传统研究尽管重视知识内容,关注学生的成人发展,但实体思维的禁锢,却使得知识与学生、知识教学与学生发展总是陷入相互对立的外在关系之中,急需合理反思与超越。文化哲学作为适宜的研究方法论,关注和提升人的同时,致力于思维方式的根本转变,寻求文化本体论的时代转向,既能克服对知识和人的实体化理解,也深刻展现出知识及其教学与学生发展的文化统一本性及其功能。文化哲学孕育出了“文化本体”“文化时间”“文化空间”与“文化功能”四个维度,为知识教学研究提供了逻辑思路与分析框架。教学的知识前提需要文化本体上的追问与建构,并由此寻求到广泛的文化联系及其人性价值。文化本体思维认可传统各种知识探究的文化贡献,但认为它们需要文化本性上的修正、补充和扩展,强调知识是人创造自身的文化性经验,各种知识探究与确证是文化成人的不同扇面。首先,它赞扬本体论哲学的理想守望,反对传统知识论对“本体”问题的无所作为,要求在人的文化本体存在与创造中,超越传统“实体本体”及其思维方式;其次,它认同知识论哲学的执著追求,反对各种非理性主义对“知识”的迷乱放逐,要求在人与文化统一的观念中,破除知识与人相互对立的割裂状态。在新知识论的文化建构里,人类知识依赖于对经验世界的理解和把握,构成了一个互相联系并具有时间持续、空间连续、价值融会的文化整体。个体信念、证据确证、真理寻求三个知识要素,更是凝结着人的愿望、创造、能力和意义。在文化与人的内在融合中,知识教学作为一种具体的文化践行活动,是引领学生文化成人的基本道路。文化时间的追踪,立足“过去”的思想资源,在文化演进中整体考察,发现了知识教学的“文化成人”立场。文化时间维度内涵了比较和否定两种基本的方法。通过比较“理性教学”“人文教学”和“科学教学”的三种不同样态与文化进展,揭示出知识教学的变迁和运动方向。所谓否定,从文化发生方面看,知识教学开始于“人”对蒙昧生活的断裂,是对自在自发生活的否定和超越;从文化历史演进看,知识教学经历了“理性、人文、科学”等不同关注重点和侧面的转换,显示出它的自我更新、自我发展的内在动力,持续、开放地确证与显现“文化成人”的文化理想职能与使命。古希腊的哲学创制孕育出了理性教学,主要体现为教学“真正”的知识,培育个体的理性。文艺复兴及宗教改革则在理性对信仰的复活与张扬中,催生出了人文教学,主要教学古典学科中“人与自然”的世俗性知识,在非神性的意义上发现和培育现世的人,滋生出“学生发展”的精神内涵和教育追求。近代科学的发展和教育的科学化征程,发展出了科学教学,既沐浴“理性”的光芒,也领会“人性”的价值;既容纳“人与自然”的科学知识,又铺陈为教育科学的知识系列。知识教学在科学的最高成就中,开始在自觉、自我的文化意识层面进行“科学”研究和实践。文化空间维度主要指向现实状况的审查,检讨学生成“人”与知识教学相背离的实践遭遇,呼唤并归复知识教学的文化品质。文化空间的考察也离不开比较和否定这两种基本的研究方法,既要承认知识教学在文化职能上的现实断裂,也要看到人们理解这些文化职能的“不同角度”。从理论研究上看,无论是哲学的极端趋向还是心理学的极端趋向,都会导致知识教学与学生发展的对立与断裂,最终是学生发展成人的总体失落;就教学实践看,无论是“独断-灌输式”教学还是“体验-建构式”教学,要么控制学生要么放纵学生,都在事实上引发了学生发展成人的总体失落;从思想认识上分析,赫尔巴特的“教育性教学”思想、杜威的“经验”课程与教学思想、建构主义理论都有其积极贡献,但也各有范围和条件,不能正确看待它们的理论长处和局限,单纯的推崇或简单的否定,都会致使教学研究与实践走向非此即彼的极端化立场。“文化空间”维度特别指向这些理论局限与实践弊病,促使我们面对知识教学的问题,从反面发现、确证了知识教学的“文化成人”立场,指引我们在连续和统一中寻求超越的方向。人的文化性规定及其统一实质,来自人与文化互动、融合的功能性生成。知识教学作为一种文化“育人”的符号性活动,需要引进和考察它的文化功能,主要从两个层面进行:一是从文化形式入手,研究作为人类文化经验的知识总体与教学的基本关系,具体落实在学科课程及其知识教学的文化性功能考察;二是指向知识结构要素的功能剖析,具体包括了知识信念和理性的教学价值研究。知识与教学的关系,本质上就是文化与人之关系在教育情境中的再建构,因应了知识要求被解释与再解释的总体精神及其意义追问,在整体上指示出知识教学的文化功能。人类文化中的具体形式与样态,作为指引人性生长、创造人的具体力量,既为学科课程及其知识生成提供了依据和动力,也因之而在学校课程及其教学体系中显示出文化成人的独特功能。知识的文化要素系统,包括知识论传统致力探讨的个体信念、理性确证与真理寻求等内在条件。知识教学通过知识信念、理性等文化性要素价值的深入挖掘,具体而微地培育着人的合理信念、健全着人的理性能力、引导着人的探究求真精神。反之,信念与理性等,作为知识要素与条件,也就不是静默的物理性存在,而是体现出人之存在的文化性功能,时刻涌动着人的能动性与主体愿望,互动、持续地生成并改造着学科课程及其知识,推动并优化着知识教学。知识教学在文化本性上为着人,在文化功能上成就着人,但要在现实因素的全面综合中生成与展开,并最终具体化为普遍的深层行动,还是一个创造文化并创造自身的开放过程,需要更深入、更宽广的文化研究与实践。
[Abstract]:"Knowledge teaching promotes students'development" is a traditional topic in teaching research and practice, and is also an epochal topic of contemporary reform. People have made various explorations and answers, but all of them are inadequate, and even there is a tendency to negate knowledge teaching. Careful examination shows that traditional research pays attention to the content of knowledge and the adult development of students. As a suitable research methodology, cultural philosophy pays close attention to and promotes people, while devoting itself to the fundamental change of thinking mode and seeking the era turn of cultural ontology. It can not only overcome the substantive understanding of knowledge and people, but also profoundly demonstrate the cultural unity nature and function of knowledge and its teaching and students'development. Frame.
The premise of knowledge in teaching needs to be questioned and constructed on the cultural noumenon, from which a wide range of cultural connections and human values can be sought. First of all, it praises the ideal of ontological philosophy, opposes the inaction of traditional epistemology to the problem of "noumenon" and requires transcending the traditional "entity noumenon" and its mode of thinking in the existence and creation of human cultural noumenon; secondly, it identifies with the persistent pursuit of epistemological philosophy. In the cultural construction of the new epistemology, human knowledge relies on the understanding and grasp of the experiential world, forming an interconnected, time-lasting and Space-Continuous system. Individual belief, evidence and truth seeking are the three elements of knowledge, which condense people's desire, creativity, ability and significance. In the internal integration of culture and people, knowledge teaching, as a specific cultural practice, is the basic way to lead students to cultural adulthood.
The tracing of cultural time, basing on the ideological resources of the past, has found the position of "cultural adults" in knowledge teaching in the process of cultural evolution. The dimension of cultural time contains two basic methods of comparison and negation. From the perspective of cultural occurrence, knowledge teaching begins with the rupture of "man" to the ignorant life, and it is a negation and Transcendence of spontaneous life; from the perspective of cultural and historical evolution, knowledge teaching has undergone a change of different focus and side of attention, such as "rationality, humanities, science" and so on. In other words, it shows its inner motive force of self-renewal and self-development, confirms and reveals the cultural ideal function and mission of "cultural adults" continually and openly. The resurrection and publicity of Yang gave birth to humanistic teaching, which mainly teaches the secular knowledge of "man and nature" in classical disciplines, discovers and nurtures earthly people in a non-spiritual sense, and breeds the spiritual connotation and educational pursuit of "student development". In the highest achievement of science, knowledge teaching began to study and practice "science" on the level of self-consciousness and self-cultural consciousness.
The dimension of cultural space mainly refers to the examination of the actual situation, reviews the practical experience of students'deviation from knowledge teaching, calls for and restores the cultural quality of knowledge teaching. From the theoretical point of view, both the extreme tendency of philosophy and psychology will lead to the opposition and fracture between knowledge teaching and students'development, and ultimately the overall loss of students' development into adults. Learning or "experiential-constructive" teaching, or controlling or indulging students, have in fact led to the overall loss of students'development into adults; from the perspective of ideological understanding, Herbart's "educational teaching" thought, Dewey's "experience" curriculum and teaching thought, constructivism theory have their positive contributions, but also have their own models. The "cultural space" dimension especially points to these theoretical limitations and practical drawbacks, prompting us to face the problem of knowledge teaching, discovering from the opposite side and confirming it. The "cultural adult" position of knowledge teaching guides us to seek the direction of transcendence in continuity and unity.
Knowledge teaching, as a symbolic activity of cultural "educating people", needs to introduce and inspect its cultural functions, mainly from two aspects: one is to study the general knowledge and teaching as human cultural experience from the perspective of cultural forms. The basic relationship of learning is embodied in the study of the cultural function of the subject curriculum and its knowledge teaching; the second is the functional analysis of the elements of knowledge structure, which includes the study of knowledge belief and rational teaching value. Consciousness requires that the overall spirit of being interpreted and reinterpreted and its significance be questioned, indicating the cultural function of knowledge teaching as a whole. The concrete forms and patterns of human culture, as the concrete forces guiding the growth of human nature and creating human beings, provide the basis and motivation for the subject curriculum and its knowledge generation, and for this reason, in the school curriculum and its curriculum. The system of cultural elements of knowledge includes the internal conditions of individual beliefs, rational confirmation and truth-seeking, which are explored by the tradition of epistemology. Conversely, belief and rationality, as knowledge elements and conditions, are not silent physical existence, but reflect the cultural function of human existence, constantly surging the initiative and desire of human beings, interacting and continuously generating and transforming the subject curriculum and knowledge. Promote and optimize knowledge teaching.
Knowledge teaching is human in cultural nature and achieves human in cultural function. However, it is still an open process of creating culture and creating itself, which needs deeper and broader cultural research and practice, if it is to be generated and developed in the comprehensive synthesis of realistic factors and finally materialized into universal deep action.
【学位授予单位】：西南大学
【学位级别】：博士
【学位授予年份】：2008
【分类号】：G420

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