书院课程整合的基本范式与当代启示
|
摘要
课程整合的核心问题实质上是知识与人的发展的关系问题。古代书院课程整合的主导思想是知识从属于人的发展。书院课程相信人向善的良知,针对不同的课程目标和课程理解,展现出以人的发展为中心、以学术传承为中心和以问题解决为中心这样三种不同的课程整合范式。尽管范式不同,但都基于对人的社会性和文化性的双重理解,开创了独特的育人逻辑和实用理性。这不仅能够很好地回应当下课程整合的诸多问题和困境,而且有助于开拓出认识课程整合的新视域。
The core issue of curriculum integration is essentially a matter of the dependency between knowledge and human development. The dominant thought of the integration of ancient academy curriculum is that knowledge belongs to human development. Academy curriculum believes that good people are the fundamental concept of human conscience and reveals three different kinds of curriculum integration paradigms focusing on different curriculum objectives and understanding:people development centered, academic heritage centered, and problem solving centered paradigms.Despite the differences between them, all of the three paradigms are based on the understanding of the dual social and cultural nature of people, creating a unique logic of educating people and practical reason, which will not only solve many problems and difficulties in curriculum integration,but also help open up a new horizon of understanding curriculum integration.
The core issue of curriculum integration is essentially a matter of the dependency between knowledge and human development. The dominant thought of the integration of ancient academy curriculum is that knowledge belongs to human development. Academy curriculum believes that good people are the fundamental concept of human conscience and reveals three different kinds of curriculum integration paradigms focusing on different curriculum objectives and understanding:people development centered, academic heritage centered, and problem solving centered paradigms.Despite the differences between them, all of the three paradigms are based on the understanding of the dual social and cultural nature of people, creating a unique logic of educating people and practical reason, which will not only solve many problems and difficulties in curriculum integration,but also help open up a new horizon of understanding curriculum integration.
引文
[1]于翠翠.课程整合的现实问题与可能路径[J].教育理论与实践,2013(34):61-64.
[2]王丽华.让儿童成“人”:学校层面课程整合迷失和回归的原点[J].全球教育展望,2016(4):45-55.
[3][德]海德格尔.存在与时间[M].陈嘉映,王庆节,译.北京:生活·读书·新知三联书店,2006:6.
[4][5][8][11][14][17][19][21][25][28][31][32]邓洪波.中国书院学规集成[M].上海:中西书局,2011:1035,1514,646,640-645,1673,1688-1689,770,386-387,232-233,1398,1651,1751.
[6]徐复观.中国人性论史[M].上海:华东师范大学出版社,2005:110.
[7][英]休谟.人性论[M].关文运,译.北京:商务印书馆,1980:532-533.
[9][德]尼采.作为教育家的叔本华[M].周国平,译.南京:译林出版社,2012:5.
[10]钟启泉.现代课程论[M].上海:上海教育出版社,2003:236.
[12]吴刚平,余闻婧.白鹿洞书院“道—化”课程思想探析[J].全球教育展望,2011(8):3-9.
[13][美]杜威.民主主义与教育[M].王承绪,译.北京:人民教育出版社,1990:59.
[15][德]福禄培尔.人的教育[M].孙祖复,译.北京:人民教育出版社,1991:6.
[16]丁钢.传统与创造:论书院与学术文化的推进[J].华东师范大学学报(教育科学版),1992(2):63-71.
[18][美]巴格莱.教育与新人[M].袁桂林,译.北京:人民教育出版社,2004:107.
[20][美]多尔.后现代课程论[M].王红宇,译.北京:教育科学出版社,2000:260.
[22]荀子.荀子[M].方勇,李波,译.北京:中华书局,2011:342.
[23][德]雅斯贝尔斯.大学之理念[M].邱立波,译.上海:上海人民出版社,2006:80.
[24][美]泰勒.课程与教学的基本原理[M].罗康,张阅,译.北京:中国轻工业出版社,2008.
[26]冯友兰.一种人生观:冯友兰的人生哲学[M].北京:中国人民大学出版社,2004:82.
[27]李泽厚.哲学纲要[M].北京:北京大学出版社,2011:43.
[29]黎靖德.朱子语类[M].王星贤,点校.北京:中华书局,1986:73.
[30]李泽厚.中国古代思想史论[M].北京:生活·读书·新知三联书店,2009:25-26.
[33]余闻婧.学习的责任[J].江西师范大学学报(哲学社会科学版),2016(6):167-174.
[2]王丽华.让儿童成“人”:学校层面课程整合迷失和回归的原点[J].全球教育展望,2016(4):45-55.
[3][德]海德格尔.存在与时间[M].陈嘉映,王庆节,译.北京:生活·读书·新知三联书店,2006:6.
[4][5][8][11][14][17][19][21][25][28][31][32]邓洪波.中国书院学规集成[M].上海:中西书局,2011:1035,1514,646,640-645,1673,1688-1689,770,386-387,232-233,1398,1651,1751.
[6]徐复观.中国人性论史[M].上海:华东师范大学出版社,2005:110.
[7][英]休谟.人性论[M].关文运,译.北京:商务印书馆,1980:532-533.
[9][德]尼采.作为教育家的叔本华[M].周国平,译.南京:译林出版社,2012:5.
[10]钟启泉.现代课程论[M].上海:上海教育出版社,2003:236.
[12]吴刚平,余闻婧.白鹿洞书院“道—化”课程思想探析[J].全球教育展望,2011(8):3-9.
[13][美]杜威.民主主义与教育[M].王承绪,译.北京:人民教育出版社,1990:59.
[15][德]福禄培尔.人的教育[M].孙祖复,译.北京:人民教育出版社,1991:6.
[16]丁钢.传统与创造:论书院与学术文化的推进[J].华东师范大学学报(教育科学版),1992(2):63-71.
[18][美]巴格莱.教育与新人[M].袁桂林,译.北京:人民教育出版社,2004:107.
[20][美]多尔.后现代课程论[M].王红宇,译.北京:教育科学出版社,2000:260.
[22]荀子.荀子[M].方勇,李波,译.北京:中华书局,2011:342.
[23][德]雅斯贝尔斯.大学之理念[M].邱立波,译.上海:上海人民出版社,2006:80.
[24][美]泰勒.课程与教学的基本原理[M].罗康,张阅,译.北京:中国轻工业出版社,2008.
[26]冯友兰.一种人生观:冯友兰的人生哲学[M].北京:中国人民大学出版社,2004:82.
[27]李泽厚.哲学纲要[M].北京:北京大学出版社,2011:43.
[29]黎靖德.朱子语类[M].王星贤,点校.北京:中华书局,1986:73.
[30]李泽厚.中国古代思想史论[M].北京:生活·读书·新知三联书店,2009:25-26.
[33]余闻婧.学习的责任[J].江西师范大学学报(哲学社会科学版),2016(6):167-174.