学校课程建设的辩证逻辑
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摘要
学校课程建设是在不断解决学校现实课程问题的过程中得以展开和推进的,因而学校的现实课程问题应该是学校课程建设的逻辑起点。如果承认学校的现实课程问题是学校课程建设的逻辑起点,那么学校课程建设就需要冲破同一性逻辑的羁绊,遵循非同一性的逻辑。学校课程建设不仅是一个理论问题,更是一个实践问题。只有回到学校课程建设的实践活动中,将学校课程建设的辩证逻辑转化为学校课程建设的实践理性,才能真正提升学校课程建设的成效,推进学校的改革与发展。为此,学校课程建设必须处理好继承与创新、现实与理想以及自由与规范之间的辩证关系。
School curriculum construction is launched and advanced by means of solving the actual school curriculum problems,which are supposed to be the logical starting point of school curriculum construction. If this holds water,school curriculum construction needs to break through logic identities by following the logic of non-identities. School curriculum construction is not only a theoretical issue but also a practical issue. Only by returning to the practice of school curriculum construction to transform the dialectical logic into practical rationality can we raise the efficiency of school curriculum construction,and push forward the school reform and development. Therefore,it is a must to properly deal with the dialectical relationship between inheritance and innovation,reality and ideals,and freedom and norms.
School curriculum construction is launched and advanced by means of solving the actual school curriculum problems,which are supposed to be the logical starting point of school curriculum construction. If this holds water,school curriculum construction needs to break through logic identities by following the logic of non-identities. School curriculum construction is not only a theoretical issue but also a practical issue. Only by returning to the practice of school curriculum construction to transform the dialectical logic into practical rationality can we raise the efficiency of school curriculum construction,and push forward the school reform and development. Therefore,it is a must to properly deal with the dialectical relationship between inheritance and innovation,reality and ideals,and freedom and norms.
引文
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[2][12]阿多诺.否定辩证法[M].重庆:重庆出版社,1993.62、133.
[3]刘小枫.拯救与逍遥[M].上海:华东师范大学出版社,2007. 25.
[4]马克思恩格斯选集(第1卷)[M].北京:人民出版社,2012. 135—136.
[5]张盾.辩证法与当代哲学的命运——评阿多诺对辩证法的重新诠释[J].南京大学学报(哲学人文科学社会科学),2004,(4).
[6]约翰·I·古德莱得.一个称作学校的地方[M].上海:华东师范大学出版社,2014. 41.
[7]杜威教育文集(第1卷)[M].北京:人民教育出版社,2008. 67.
[8]徐继存.课程理解的意义之维[J].教育研究,2012,(12).
[9]欧阳康.社会认识论导论[M].北京:中国社会科学出版社,1990. 177.
[10]阿伦·C.奥恩斯坦,等.当代课程问题[M].杭州:浙江教育出版社,2004. 33—34.
[11]凯·M·普赖斯,卡娜·L·纳尔逊.有效教学设计——帮助每个学生都获得成功[M].北京:中国人民大学出版社,2016. 37.
[13]刘森林.物与无:物化逻辑与虚无主义[M].南京:江苏人民出版社,2013. 49.
[14]皮平.作为哲学问题的现代主义——论对欧洲高雅文化的不满[M].北京:商务印书馆,2007. 141.
[15]马克思恩格斯选集(第2卷)[M].北京:人民出版社,2012. 94.
[16]恩斯特·卡西尔.人论[M].上海:上海译文出版社,1985. 76—78.
[17]马克思恩格斯选集(第3卷)[M].北京:人民出版社,2012. 811.