重塑人文主义的课程创生:吉尔的课程理论探析
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摘要
随着人工智能时代的来临,教育对于"重申人文主义"的呼声愈发强烈,需要探索实现人文主义的教育方法和路径。新人文主义教育观试图从时间和空间两大维度入手,重新思考人类生活和教育的核心议题。吉尔对前人的相关理论进行了继承与反思,提出了以超角色存在关系为特征的关系空间论,以及同时性假象所造成的多重时间观;明确以时间维度为锚定主轴,建构了包括引导时间、小组情绪时间、认知发展时间、独立项目时间、专项学习时间、通识时间和探索时间的七个模块的课程设计和创生路径,并将多重关系空间的碰撞与建构交织到七大模块中去,以建设具有当代意义的、促进个人幸福和社会福祉的人文主义教育实践。
With the arriving of AI Era, humanism is relocated as the focus in education. It is time to exploring the pathway of enacting humanistic education. By analyzing the Scherto Gill's curriculum enactment agenda, this paper pointed out the innovative factors of her humanistic education, which is to situate the curriculum through the dimensions of time and space, especially time. She developed a curriculum structure consisted by direction time, group emotional time, cognitive development time, individual project time,specialist subject time, general knowledge time, and exploration time, to provide anchors for students' personal development and relation building in multiple layer space. Through these time, space, the relationships building, students are nurtured and educated for happiness both in personal development and in community life, so that a humanist education for temporary world could be achieved.
With the arriving of AI Era, humanism is relocated as the focus in education. It is time to exploring the pathway of enacting humanistic education. By analyzing the Scherto Gill's curriculum enactment agenda, this paper pointed out the innovative factors of her humanistic education, which is to situate the curriculum through the dimensions of time and space, especially time. She developed a curriculum structure consisted by direction time, group emotional time, cognitive development time, individual project time,specialist subject time, general knowledge time, and exploration time, to provide anchors for students' personal development and relation building in multiple layer space. Through these time, space, the relationships building, students are nurtured and educated for happiness both in personal development and in community life, so that a humanist education for temporary world could be achieved.
引文
[1]李政涛.人工智能时代的人文主义教育宣言--解读《反思教育:向"全球共同利益"的理念转变》[J].现代远程教育研究,2017,(5):8-10.
[2]扈中平.论科学人文主义教育观[J].教育研究与实验,1998,(4):22.
[3]联合国教科文组织(UNESCO).反思教育:向“全球共同利益”的理念转变[M].北京:教育科学出版社,2017.30.
[4]张文军.关于未来的社会想象与课程创生[J].教育发展研究,2017,37(12):4-6.
[5][英]阿伦·布洛克.西方人文主义传统[M].董乐山,译.北京:三联书店出版社,1997.2.
[6]赵同森.人文主义教育的变迁及启示[J].教育理论与实践,2007,(2):1-3.
[7]林杰.人文主义教育与科学主义教育思潮评析[J].江苏高教,2002,(3):52-54.
[8]Fielding,M.Editorial:Learning to be Human:the educational legacy of John Macmurray[J].
[9]Oxford Review of Education,2012,38(6):654.Fielding,M.Education as if people matter:John Macmurray,community and the struggle for democracy[J].Oxford Review of Education,2012,38(6):677.
[10][11]Fielding,M.Leadership,radical student engagement and the necessity of personcentred education[J].International Journal of Leadership in Education,2006,9(4):301-302,305-310.
[12]Fielding,M.The human cost and intellectual poverty of high performance schooling:radical philosophy,John Macmurray and the remaking of person‐centred education[J].Journal of Education Policy,2007,22(4):402-403.
[13]Pinar,W F E.Curriculum:Toward New Identities[M].Florida:CRC Press Inc.,1998:27.
[14]赵君英.怀特海的过程哲学思想及其所蕴涵的教育研究方法论启示[J].教育探索,2013,(8):4-5.
[15]曲跃厚,王治河.走向一种后现代教育哲学--怀特海的过程教育哲学[J].哲学研究,2004,(5):88.
[16]Sergiovanni,T J.Organizations or Communities?Changing the Metaphor Changes the Theory.[J].Educational Administration Quarterly,1994,30(2):220-221.
[17][美]内尔·诺丁斯.幸福与教育[M].龙宝新,译.北京:教育科学出版社,2009.18-22.
[18]苏尚锋.论学校空间的构成及其生产[J].教育研究,2012,(2):29-30.
[19][法]米歇尔·福柯.规训与惩罚:监狱的诞生[M].刘北成,杨远婴,译.北京:生活·读书·新知三联书店,2003.279-283.
[20][奥]赫尔嘉·诺沃特尼.时间:现代与后现代经验[M].金梦兰,张网成,译.北京:北京师范大学出版社,2011.9-22+39.
[21]University of Sussex.Scherto Gill.[EB/OL].[2018-06-20].http://www.sussex.ac.uk/profiles/136057.
[22][25]Gill,S.Monitoring and promoting wellbeing in education principles and possible approaches to child wellbeing indicators.[R].UK:Guerrand-Hermès Foundation for Peace,2009:4-10,6-7.
[23][27][28]Gill,S.&Thomson,G.Human-centred Education:A Practical Handbook and Guide[M].Taylor&Francis,2017:27-28,2-4,30-55,56-58.
[24][26]曲跃厚,王治河.走向一种后现代教育哲学--怀特海的过程教育哲学[J].哲学研究,2004,(5):87.
[2]扈中平.论科学人文主义教育观[J].教育研究与实验,1998,(4):22.
[3]联合国教科文组织(UNESCO).反思教育:向“全球共同利益”的理念转变[M].北京:教育科学出版社,2017.30.
[4]张文军.关于未来的社会想象与课程创生[J].教育发展研究,2017,37(12):4-6.
[5][英]阿伦·布洛克.西方人文主义传统[M].董乐山,译.北京:三联书店出版社,1997.2.
[6]赵同森.人文主义教育的变迁及启示[J].教育理论与实践,2007,(2):1-3.
[7]林杰.人文主义教育与科学主义教育思潮评析[J].江苏高教,2002,(3):52-54.
[8]Fielding,M.Editorial:Learning to be Human:the educational legacy of John Macmurray[J].
[9]Oxford Review of Education,2012,38(6):654.Fielding,M.Education as if people matter:John Macmurray,community and the struggle for democracy[J].Oxford Review of Education,2012,38(6):677.
[10][11]Fielding,M.Leadership,radical student engagement and the necessity of personcentred education[J].International Journal of Leadership in Education,2006,9(4):301-302,305-310.
[12]Fielding,M.The human cost and intellectual poverty of high performance schooling:radical philosophy,John Macmurray and the remaking of person‐centred education[J].Journal of Education Policy,2007,22(4):402-403.
[13]Pinar,W F E.Curriculum:Toward New Identities[M].Florida:CRC Press Inc.,1998:27.
[14]赵君英.怀特海的过程哲学思想及其所蕴涵的教育研究方法论启示[J].教育探索,2013,(8):4-5.
[15]曲跃厚,王治河.走向一种后现代教育哲学--怀特海的过程教育哲学[J].哲学研究,2004,(5):88.
[16]Sergiovanni,T J.Organizations or Communities?Changing the Metaphor Changes the Theory.[J].Educational Administration Quarterly,1994,30(2):220-221.
[17][美]内尔·诺丁斯.幸福与教育[M].龙宝新,译.北京:教育科学出版社,2009.18-22.
[18]苏尚锋.论学校空间的构成及其生产[J].教育研究,2012,(2):29-30.
[19][法]米歇尔·福柯.规训与惩罚:监狱的诞生[M].刘北成,杨远婴,译.北京:生活·读书·新知三联书店,2003.279-283.
[20][奥]赫尔嘉·诺沃特尼.时间:现代与后现代经验[M].金梦兰,张网成,译.北京:北京师范大学出版社,2011.9-22+39.
[21]University of Sussex.Scherto Gill.[EB/OL].[2018-06-20].http://www.sussex.ac.uk/profiles/136057.
[22][25]Gill,S.Monitoring and promoting wellbeing in education principles and possible approaches to child wellbeing indicators.[R].UK:Guerrand-Hermès Foundation for Peace,2009:4-10,6-7.
[23][27][28]Gill,S.&Thomson,G.Human-centred Education:A Practical Handbook and Guide[M].Taylor&Francis,2017:27-28,2-4,30-55,56-58.
[24][26]曲跃厚,王治河.走向一种后现代教育哲学--怀特海的过程教育哲学[J].哲学研究,2004,(5):87.