复杂性理论观照下的教育之思
发布时间：2018-09-16 19:26
【摘要】： 理性主义在当今人类社会的增弘,追求惟一性、因果性、确定性、简单性的科学思维模式在人类教育领域中的过度应用,导致了我们现实教育实践、教育研究的迷失。在形形色色的本质规律、原则方法的界说过程之中,鲜活的教育理论及其实践愈来愈失去了它应有的属于本真生活的绚丽色彩。教育是人类社会所特有的更新再生系统,这一特殊类型的超复杂系统其纷繁程度远远超越了一般的自然、物理和化学系统,是人世间复杂问题之最。这种系统内部存在的影响目的选择、过程实施、结果实现的多因素、多样态和非线性的发展特征,使得复杂性成为教育巨系统中的本然的存在特性和基本的存在样态。 受到自然科学简单性、普适性、还原性、定量化和实证化的观念的影响,作为人文社会学科之一的教育学的研究方法最初也是按照自然科学的理性思维方式建立起来的,赫尔巴特在其普通教育学开篇中就说道其理论基础之一就是心理学。孔德在创建社会学和实证哲学的过程中直接将实证的原则和方法引入到社会学的研究之中；普适性、还原性、确定性依然是判定教育学科的存在价值及意义的主要标准,“科学”已经成为一个图腾标志。但是,人以及人类社会的构成、运行的复杂性,人文社会学科自身发展的逻辑和特征决定了简单性、线性的思维模式在人文领域应用过程中的局限性和非普适性,且人类社会、人文现象、教育现象中的价值因素的融入、不同利益关系的交锋以及情感意志的投入都为其带来了极为复杂的浅层现象界和深层的理念世界的发展和变化：教育(人文)现象具有非线性、不可逆性、偶发性、混沌性。复杂性问题的提出不仅在自然科学的研究方法上导致了自然科学研究的复杂性走向,而且给予了人文社会学科的研究以一种复杂性的视角来返观和认识所“熟知”的人类世界。“复杂性”的思维方式和研究路径已经成为教育现象探究的必然之路。也许复杂性的研究范式是我们今天的教育理论寻求教育之真、把握教育之善、领略教育之美的相对平缓的通途。自20世纪70年代以来,西方教育科学领域也发生了重要的“范式转换”——开始由探究普适性的教育规律转向寻求情景化的教育意义。这也反映了教育研究视角的转换。 复杂性认识理路和思维方法在教育界的引入不只是在研究方法上而且在认识论上都为教育理论的发展提供了更为清晰的、明确的思维路径和认识路径,它使得我们在教育研究、教育实践的过程中开始采用一种整体性的、综合的、包容了简单性与复杂性的思维方式,并采用过程性的思维方式、采用诠释、对话与理解的方法来重新解读我们的教育世界、教育实践,构建我们的教育理论,这也是符合作为人文社会学科的教育学的独特性的。“复杂系统探究方法可以是一种沟通自然科学和人文科学,消除其隔阂的方法。”在复杂性理论的指导之下,我们教育理论可以在借鉴自然科学方法的基础之上,借助于“此在”间的交往与理解,使理解者的主观世界与作为理解内容的现实的教育世界之间达到某种融通或是视域融合。 复杂性思维认为教育的各要素之间存在着复杂的非线性关系,必须要以整合的思维方式去考察整体与部分之间的联系,不同的原因有同一的结果,同一的原因有不同的结果,整体系统具有将无序变为有序的自组织能力,善于在随机的涨落中把偶然性和必然性统一起来。
[Abstract]:The excessive application of rationalism in the field of human education has led to the loss of our practical educational practice and educational research. In the process of defining various essential laws, principles and methods, the vivid educational theories and their applications are also discussed. Education is a renewal and regeneration system peculiar to human society. The complexity of this special type of super-complex system goes far beyond the general natural, physical and chemical systems. It is the most complex problem in the world. The purpose of the influence of this system is chosen. Choice, process implementation, multi-factor realization of results, diversity and non-linear development characteristics make complexity the inherent existence characteristics and basic existence patterns of the huge educational system.
Influenced by the concepts of simplicity, universality, reducibility, quantification and positivism of natural sciences, the research method of pedagogy, as one of the humanities and social sciences, was initially established in accordance with the rational thinking mode of natural sciences. Herbart said in the beginning of his general education that one of its theoretical bases was psychology. In the process of establishing sociology and positivist philosophy, Comte directly introduced the principles and methods of positivism into the study of sociology; universality, reducibility and certainty are still the main criteria for judging the existence value and significance of pedagogy, and "science" has become a totem symbol. The complexity of operation, the logic and characteristics of the development of the humanities and Social Sciences determine simplicity. The limitations and non-universality of the linear mode of thinking in the application of the humanities are due to the integration of the value factors in human society, humanities, education, the confrontation of different interests and the investment of emotional will. It has brought about the development and change of the extremely complex shallow phenomena and the deep ideological world: the educational (humanistic) phenomena are nonlinear, irreversible, occasional, chaotic. The proposition of the complexity problem not only leads to the complexity trend of the natural science research, but also gives the humanities and social sciences the research method. The way of thinking and research path of "complexity" has become the inevitable way to explore educational phenomena. Perhaps the research paradigm of complexity is that we seek the truth of education, grasp the goodness of education and appreciate the relative beauty of education in today's educational theory. Since the 1970s, an important paradigm shift has taken place in the field of Educational Science in the West, which has shifted from exploring universal educational laws to seeking situational educational significance.
The introduction of complex epistemological approaches and thinking methods into education not only provides a clearer and clearer way of thinking and understanding for the development of educational theories in terms of research methods but also epistemology. It makes us begin to adopt a holistic, comprehensive and inclusive approach in the process of educational research and practice. Simplicity and complexity of the way of thinking, and the use of a procedural way of thinking, interpretation, dialogue and understanding of the way to re-interpret our educational world, educational practice, to build our educational theory, which is also in line with the humanities and social sciences as a unique pedagogy. "Complex system approach can be a gap." Under the guidance of the theory of complexity, our educational theory can draw lessons from the methods of natural science and make use of the communication and understanding between the "here and there" so as to achieve a certain accommodation between the understander's subjective world and the real educational world as the content of understanding. Or fusion of horizons.
Complexity thinking holds that there exists a complex nonlinear relationship among the various elements of education, and it is necessary to examine the relationship between the whole and the part in an integrated way of thinking. Different reasons have the same result, the same reason has different results. The whole system has the ability to change disorder into order, and is good at stochastic inflation. It integrates the contingency and the inevitability.
【学位授予单位】：陕西师范大学
【学位级别】：博士
【学位授予年份】：2009
【分类号】：G40-02
本文编号：2244552
[Abstract]:The excessive application of rationalism in the field of human education has led to the loss of our practical educational practice and educational research. In the process of defining various essential laws, principles and methods, the vivid educational theories and their applications are also discussed. Education is a renewal and regeneration system peculiar to human society. The complexity of this special type of super-complex system goes far beyond the general natural, physical and chemical systems. It is the most complex problem in the world. The purpose of the influence of this system is chosen. Choice, process implementation, multi-factor realization of results, diversity and non-linear development characteristics make complexity the inherent existence characteristics and basic existence patterns of the huge educational system.
Influenced by the concepts of simplicity, universality, reducibility, quantification and positivism of natural sciences, the research method of pedagogy, as one of the humanities and social sciences, was initially established in accordance with the rational thinking mode of natural sciences. Herbart said in the beginning of his general education that one of its theoretical bases was psychology. In the process of establishing sociology and positivist philosophy, Comte directly introduced the principles and methods of positivism into the study of sociology; universality, reducibility and certainty are still the main criteria for judging the existence value and significance of pedagogy, and "science" has become a totem symbol. The complexity of operation, the logic and characteristics of the development of the humanities and Social Sciences determine simplicity. The limitations and non-universality of the linear mode of thinking in the application of the humanities are due to the integration of the value factors in human society, humanities, education, the confrontation of different interests and the investment of emotional will. It has brought about the development and change of the extremely complex shallow phenomena and the deep ideological world: the educational (humanistic) phenomena are nonlinear, irreversible, occasional, chaotic. The proposition of the complexity problem not only leads to the complexity trend of the natural science research, but also gives the humanities and social sciences the research method. The way of thinking and research path of "complexity" has become the inevitable way to explore educational phenomena. Perhaps the research paradigm of complexity is that we seek the truth of education, grasp the goodness of education and appreciate the relative beauty of education in today's educational theory. Since the 1970s, an important paradigm shift has taken place in the field of Educational Science in the West, which has shifted from exploring universal educational laws to seeking situational educational significance.
The introduction of complex epistemological approaches and thinking methods into education not only provides a clearer and clearer way of thinking and understanding for the development of educational theories in terms of research methods but also epistemology. It makes us begin to adopt a holistic, comprehensive and inclusive approach in the process of educational research and practice. Simplicity and complexity of the way of thinking, and the use of a procedural way of thinking, interpretation, dialogue and understanding of the way to re-interpret our educational world, educational practice, to build our educational theory, which is also in line with the humanities and social sciences as a unique pedagogy. "Complex system approach can be a gap." Under the guidance of the theory of complexity, our educational theory can draw lessons from the methods of natural science and make use of the communication and understanding between the "here and there" so as to achieve a certain accommodation between the understander's subjective world and the real educational world as the content of understanding. Or fusion of horizons.
Complexity thinking holds that there exists a complex nonlinear relationship among the various elements of education, and it is necessary to examine the relationship between the whole and the part in an integrated way of thinking. Different reasons have the same result, the same reason has different results. The whole system has the ability to change disorder into order, and is good at stochastic inflation. It integrates the contingency and the inevitability.
【学位授予单位】：陕西师范大学
【学位级别】：博士
【学位授予年份】：2009
【分类号】：G40-02
【引证文献】
相关期刊论文 前1条
1 高文杰;;职业教育研究的复杂性范式论析[J];中国职业技术教育;2012年24期
相关博士学位论文 前1条
1 张妮妮;在耕耘中守望[D];东北师范大学;2012年
相关硕士学位论文 前1条
1 秦康柏;复杂性视域中的课程创生[D];西南大学;2012年
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