以三维立体视域解析博克的本科教育目标
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摘要
博克在《回归大学之道》一书中重塑了本科教育目标,主要包括学会表达、学会思考、品德培养、公民意识、多元文化与全球化素养、广博的学术旨趣以及为职业生涯做准备等。在博克培养"全人"内涵的指引下,以理性人的"纯粹理性-实践理性-融合理性"三个维度,将博克提出的八大目标系统整合为"基础素养目标、道德素养目标、生活素养目标"三维立体教育目标理念,并对其进行论述与解析。三维教育目标理念对我国高等教育改革也有一定的启示意义:明确本科教育目标、重视学生基本能力、加强学生道德实践以及提高学生生活素养。
Bok reshaped the undergraduate education goals in his book Our Underachieving Colleges.They mainly include learning to express,learning to think,character training,civic awareness,multicultural and global literacy,broad academic interests,and preparing for a career.Guided by the connotation of Bok's cultivating "whole people,"along the three dimensions of"pure reason,practical reason,and integration rationality,"we can integrate Bok's eight goals into a three-dimension framework of educational goals composed of"basic quality goals,moral literacy goals,and life competency goals".This framework can also offer some implications for China's higher education reform.
Bok reshaped the undergraduate education goals in his book Our Underachieving Colleges.They mainly include learning to express,learning to think,character training,civic awareness,multicultural and global literacy,broad academic interests,and preparing for a career.Guided by the connotation of Bok's cultivating "whole people,"along the three dimensions of"pure reason,practical reason,and integration rationality,"we can integrate Bok's eight goals into a three-dimension framework of educational goals composed of"basic quality goals,moral literacy goals,and life competency goals".This framework can also offer some implications for China's higher education reform.
引文
[1]Carnochan W B.The battleground of the curriculum:liberal education and the American experience[J].Academe,1993,80(2):174.
[2]曲铭峰,龚放.哈佛大学与当代高等教育[J].高等教育研究,2011(10):1-19.
[3]德里克·博克.回归大学之道——对美国大学本科教育的反思与展望[M].侯定凯,梁爽,陈琼琼,译.上海:华东师范大学出版社,2012.
[4]Derek Bok.On the purposes of undergraduate education[J].Daedalus,1974,103(4):159-172.
[5]徐辉,蔡志良.大学生道德能力培养的探索[J].教育研究,2002(2):41-44.
[6]怀特海.教育的目的[M].庄莲平,王立中,译.上海:文汇出版社,2012.
[7]威廉·德雷谢维奇.优秀的绵羊[M].林杰,译.北京:九州出版社,2016:72-74.
[8]蒋亦华.大学本科教育目标的审视与构建[J].教育研究,2013(3):66-73.
[9]倪胜利.通识教育:真谛、问题与方法[J].教育研究,2011(9):94-97.
[2]曲铭峰,龚放.哈佛大学与当代高等教育[J].高等教育研究,2011(10):1-19.
[3]德里克·博克.回归大学之道——对美国大学本科教育的反思与展望[M].侯定凯,梁爽,陈琼琼,译.上海:华东师范大学出版社,2012.
[4]Derek Bok.On the purposes of undergraduate education[J].Daedalus,1974,103(4):159-172.
[5]徐辉,蔡志良.大学生道德能力培养的探索[J].教育研究,2002(2):41-44.
[6]怀特海.教育的目的[M].庄莲平,王立中,译.上海:文汇出版社,2012.
[7]威廉·德雷谢维奇.优秀的绵羊[M].林杰,译.北京:九州出版社,2016:72-74.
[8]蒋亦华.大学本科教育目标的审视与构建[J].教育研究,2013(3):66-73.
[9]倪胜利.通识教育:真谛、问题与方法[J].教育研究,2011(9):94-97.