论创客教育的默会知识论基础:反思与重构

发布时间：2018-09-17 08:40

【摘要】：从知识论视角反思创客教育行动,我们发现创客教育中实践性知识的合法性尚未被充分论证,而学界普遍引入的美国哲学家杜威的经验知识论对创客教育中知识本质的解释存在局限,主要表现在其经验知识论无法解释实践性知识的表达方式和习得过程的独特性。通过阐述波兰尼默会知识观超越传统知识观的三点贡献,进一步为创客教育奠定了知识论基础,主要得出以下三点启示:创客教育中的知识和应用存在于连续的统一体之中;默会能力是一种整合能力,其培养依赖于"寓居式"实践行动;造物是"意义"的外化,承载心灵滋养和文化发展的双重任务。最后,从默会知识论的视角论证了创客教育可以在实践行动和范例研习中培养和提升创客的默会能力,从而激活主体的创新基因。
[Abstract]:Reflecting on the action of creative education from the perspective of knowledge theory, we find that the legitimacy of practical knowledge in creative education has not been fully demonstrated. The American philosopher Dewey's theory of empirical knowledge, which is widely introduced in academic circles, has limitations on the interpretation of the essence of knowledge in creative education, mainly because its empirical knowledge theory cannot explain the expression of practical knowledge and the uniqueness of the process of acquisition. By expounding the three contributions of Polanimer's view of knowledge beyond the traditional view of knowledge, the author lays the foundation of knowledge theory for creative-guest education, and draws the following three enlightenments: the knowledge and application in creative-guest education exist in a continuous unity; Tacit ability is a kind of integration ability, and its cultivation depends on the practical action of "dwelling", and creation is the externalization of "meaning", carrying the dual tasks of spiritual nourishment and cultural development. Finally, from the perspective of tacit knowledge theory, it is demonstrated that creative-guest education can cultivate and enhance the tacit ability of creators in practical actions and paradigm studies, thus activating the creative genes of the subject.
【作者单位】：扬州大学新闻与传媒学院;
【基金】：教育部在线教育研究基金2016年重点项目“在线专题教育社区评价体系的构建”(项目编号:2016ZD313)
【分类号】：N4

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