存在性符号的人性化历程——课程研究问题史的文化哲学考察

发布时间：2018-02-28 18:39

本文关键词： 课程研究知识经验价值文化哲学　出处：《教育理论与实践》2007年01期 　论文类型：期刊论文

【摘要】：在文化哲学的视角下,以“知识”为讨论平台,个人性课程对存在性课程发起两大冲击:对个人意义的肯定,对知识权威的破除。借助知识的自为价值和功能价值的分析框架,在前课程研究领域,伴随着激烈的文化选择,存在性取向和个人性取向同样朝向了现实的幸福生活,但初步萌发了争论的焦点。现代学校的建制奠定了存在性课程的合法地位。在现代课程研究领域中,围绕着“什么知识最有价值”、“怎样对课程进行逻辑的组织”的问题,个人性课程从课程框架入侵,而后发展到课程结构的渗透;围绕着对“谁的知识”、“怎样的知识组织”、“怎样的知识传递”的问题的回答,存在性取向课程和个人性取向课程的争论又重新融合,再次走向人类的理想未来。
[Abstract]:In the view of cultural philosophy , with " knowledge " as the discussion platform , the individual curriculum launches two major impacts on the existence curriculum : the affirmation of personal meaning and the breaking of knowledge authority . In the field of pre - curriculum research , with the fierce cultural selection , the existence of sexual orientation and personal sexual orientation are also facing the real well - being . In the field of modern curriculum research , there is the question of " what knowledge is the most valuable " and " how to carry out the logical organization of the curriculum " . In the field of modern curriculum research , the debate about " who knowledge is most valuable " , " how knowledge organization " and " how knowledge transfer " exist , the debate about the existence of sexual orientation course and individual sexual orientation course is re - merged again to the ideal future of mankind .

【作者单位】：北京师范大学教育学院
【基金】：教育部2002年度人文社会科学规划资助项目《新中国课程论发展的理论研究》的阶段性成果之一。立项批准号为:02JA880017。
【分类号】：G423

【共引文献】