图像世界的感性迷狂——我国当前教育实践中的图像化批判
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摘要
当前我国教育实践中表现出的种种乱象,诸如教育意义的浅层化、教育目标的模糊化、知识内涵的表层化、教学知识的碎片化、教学行为的表演化、师生交往的形式化等一系列偏离教育本真意义的实践行为,从根本上讲是"读图时代"中人们深受图像化思维侵蚀和支配而呈现的一种"感性迷狂"所致。"图像化思维"作为人们借以理解当下图像世界的一种生理感官方式,已经渗入教育场域之中并对教育理论和实践造成了严重危害。我们必须正视教育图像化带来的种种弊病,并在柏拉图理念论的"以理性来理解世界"这一根本原则的理论指引下,力求从视觉狂欢统治下的图像化教育回归到理念世界中理性支配的教育,完成由"视"到"思"的复归。
The current educational practice in China is characterized by a variety of chaotic phenomena,such as the shallow educational significance,vague educational objectives,superficial knowledge connotation,fragmented knowledge teaching,dramatized teaching process,and formalized teacher-student communication.Deviated from the true meaning of education,they are essentially caused by a kind of perceptual ecstasy which is deeply eroded and dominated by the image-oriented thinking in the "age of image-reading".As a physiological perceptual way for people to understand the current image world ",image-oriented thinking" has penetrated into the educational field and caused serious harm to educational theory and practice.Facing up to the harmful effect brought about by image-dominated education,we must strive to return from the image-dominated education under the rule of vision to the education dominated by reason in the conceptual world,changing from "viewing" to "thinking" under the guidance of Plato's theory of " understanding the world with reason".
The current educational practice in China is characterized by a variety of chaotic phenomena,such as the shallow educational significance,vague educational objectives,superficial knowledge connotation,fragmented knowledge teaching,dramatized teaching process,and formalized teacher-student communication.Deviated from the true meaning of education,they are essentially caused by a kind of perceptual ecstasy which is deeply eroded and dominated by the image-oriented thinking in the "age of image-reading".As a physiological perceptual way for people to understand the current image world ",image-oriented thinking" has penetrated into the educational field and caused serious harm to educational theory and practice.Facing up to the harmful effect brought about by image-dominated education,we must strive to return from the image-dominated education under the rule of vision to the education dominated by reason in the conceptual world,changing from "viewing" to "thinking" under the guidance of Plato's theory of " understanding the world with reason".
引文
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[2]马丁·海德格尔.世界图像的时代[M]//马丁·海德格尔.海德格尔选集:下.孙周兴,译.上海:上海三联书店,1996.
[3]北京师范大学等4院校合编.普通心理学[M].西安:陕西人民教育出版社,1982:304.
[4]孟建.冲突·和谐:全球化与亚洲影视[M].上海:复旦大学出版社,2003:207.
[5]康德.纯粹理性批判[M].邓晓芒,译.北京:人民出版社,2004:274.
[6]康德.逻辑学讲义[M].许景行,译.北京:商务印书馆,1991:25.
[7]卢涵.试论马尔库塞的“单向度”理论——基于《单向度的人》的考察[D].开封:河南大学,2008.
[8]周国平.教育的七条箴言[J].新课程学习,2010(2):1.
[9]亚里士多德.形而上学[M].苗力田,译.北京:中国人民大学出版社,2003.
[10]么加利.论基础教育的属性与缄默知识教学[J].教育科学研究,2016(12):31-37.
[11]郑栋,么加利.“读图时代”儿童学校教育图像化之诘[J].内蒙古社会科学(汉文版),2018(2):172-178.
[12]张文静.柏拉图洞穴比喻的教育内涵[J].科教导刊,2012(11):13-21.
[13]邓晓芒.西方哲学史中的理性主义和非理性主义[J].现代哲学,2011(3):46-54.
[14]王大桥.柏拉图迷狂说中的超越性蕴涵及其美学困境[J].艺术百家,2008(1):204-206.
[15]张世英.进入澄明之境:哲学的新方向[M].北京:商务印书馆,1999:101.