工匠精神与优才制度的悖论——兼及经济转型中现代职业教育的技术适应
摘要
对工匠精神的社会学考察认为,工匠精神并非适切于所有社会领域,所有领域的工匠精神弘扬与传承都需要自我约束和自我批评。工匠精神在其形态、观念与目标上呈现出较强的社会性实践指向,它与经济学意义上的优才制度之间存在着无可争辩的价值悖论。优才制度的土壤与气候不利于发挥普通民众的工匠精神,它极容易迫使一般民众隐身于精英群体聚光灯下的暗影之中,特别是在急功近利的柔性组织内是无法容纳工匠精神的。化解工匠精神与优才制度的悖论,现代职业教育或为此提供了一种行之有效的实践模式。从优才制度视角阐释工匠精神的存在逻辑及其悖论有益于当代社会弘扬工匠精神的实现路径。
引文
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[4][英]爱德华·露西·史密斯.世界工艺史:手工艺人在社会中的作用[M].朱淳译.杭州:中国美术学院出版社,2006.
[5][古希腊]柏拉图.理想国[M].郭斌和,张竹明译.北京:商务印书馆,1986.
[6]Matlay H.Entrepreneurial and vocational education and training in central and Eastern Europe[J].Education&Training,2001,43.
[7]Billett,Stephen.From your business to our business:industry and vocational education in Australia[J].Oxford Review of Education,2004,30(1):13-35.
[8]Matlay H.Vocational education and training in Britain:a small business perspective[J].Education+Training,2013,41(1):6-13.
[9]Hubert Ertl.The Concept of Modularisation in Vocational Education and Training:The debate in Germany and its implications[J].Oxford Review of Education,2010,28(100):53-73.
[10]Taipei(Taiwan).A Brief Introduction to the Technological and Vocational Education of the Republic of China,1997[J].Ministry of Education,1997,9(36):45.
[11]Organization A C,Paris(France).Revised Recommendation Concerning Technical and Vocational Education[J].Unesco,1974:18.
[12]Deissinger T.The apprenticeship crisis in Germany:the national debate and implications for full-time vocational education and training[J].Deissinger T.The apprenticeship crisis in Germany:the national debate and implications for full-time vocational education and trainStudieing[J].Sin vocational and continuing education vol.3,Peter Lang,Berne,2006:181-196.
[13]Hanushek E A,Woessmann L,Zhang L.General Education,Vocational Education,and Labor-Market Outcomes Over the LifeCycle[J].Lei Zhang,2011.
[14]Winters A,Meijers F.What are vocational training conversations about?Analysis of vocational training conversations in Dutch vocational education from a career learning perspective[J].Journal of Vocational Education&Training,2009,61(61):247.
[15]Hernandez-Gantes V M,Others A.Fostering Entrepreneurship through Business Incubation:The Role and Prospects of Postsecondary Vocational-Technical Education.Report 1:Survey of Business Incubator Clients and Managers.[J].Business Administration,1996:71.
[16]Velde C,Cooper T.Students’perspectives of workplace learning and training in vocational education[J].Education+Training,2013,42(2):83-92(10).
[17]Onstenk J.Entrepreneurship and Vocational Education[J].European Educational Research Journal,2003,2(1):74-89.
(1)譬如,肖群忠等发表的《工匠精神及其当代价值》(《湖南社会科学》,2015年第6期);李砚祖发表的《工匠精神与创造精致》(《装饰》,2016年第5期);张培培发表的《互联网时代工匠精神回归的内在逻辑》(《浙江社会科学》,2017年第1期);郭线庐等发表的《重振工匠精神,让中国设计赢得世界尊重》(《装饰》,2017年第1期);栗洪武等发表的《论大国工匠精神》(《陕西师范大学学报(哲学社会科学版)》,2017年第1期);潘天波发表的《工匠精神的社会学批判:存在与遮蔽》(《民族艺术》,2016年第5期)等。
[2][美]亚力克·福奇.工匠精神:缔造伟大传奇的重要力量[M].陈劲译.杭州:浙江人民出版社,2014.
[3]Sennett R.The Craftsman[M].Penguin Books Ltd(UK),2009.
[4][英]爱德华·露西·史密斯.世界工艺史:手工艺人在社会中的作用[M].朱淳译.杭州:中国美术学院出版社,2006.
[5][古希腊]柏拉图.理想国[M].郭斌和,张竹明译.北京:商务印书馆,1986.
[6]Matlay H.Entrepreneurial and vocational education and training in central and Eastern Europe[J].Education&Training,2001,43.
[7]Billett,Stephen.From your business to our business:industry and vocational education in Australia[J].Oxford Review of Education,2004,30(1):13-35.
[8]Matlay H.Vocational education and training in Britain:a small business perspective[J].Education+Training,2013,41(1):6-13.
[9]Hubert Ertl.The Concept of Modularisation in Vocational Education and Training:The debate in Germany and its implications[J].Oxford Review of Education,2010,28(100):53-73.
[10]Taipei(Taiwan).A Brief Introduction to the Technological and Vocational Education of the Republic of China,1997[J].Ministry of Education,1997,9(36):45.
[11]Organization A C,Paris(France).Revised Recommendation Concerning Technical and Vocational Education[J].Unesco,1974:18.
[12]Deissinger T.The apprenticeship crisis in Germany:the national debate and implications for full-time vocational education and training[J].Deissinger T.The apprenticeship crisis in Germany:the national debate and implications for full-time vocational education and trainStudieing[J].Sin vocational and continuing education vol.3,Peter Lang,Berne,2006:181-196.
[13]Hanushek E A,Woessmann L,Zhang L.General Education,Vocational Education,and Labor-Market Outcomes Over the LifeCycle[J].Lei Zhang,2011.
[14]Winters A,Meijers F.What are vocational training conversations about?Analysis of vocational training conversations in Dutch vocational education from a career learning perspective[J].Journal of Vocational Education&Training,2009,61(61):247.
[15]Hernandez-Gantes V M,Others A.Fostering Entrepreneurship through Business Incubation:The Role and Prospects of Postsecondary Vocational-Technical Education.Report 1:Survey of Business Incubator Clients and Managers.[J].Business Administration,1996:71.
[16]Velde C,Cooper T.Students’perspectives of workplace learning and training in vocational education[J].Education+Training,2013,42(2):83-92(10).
[17]Onstenk J.Entrepreneurship and Vocational Education[J].European Educational Research Journal,2003,2(1):74-89.
(1)譬如,肖群忠等发表的《工匠精神及其当代价值》(《湖南社会科学》,2015年第6期);李砚祖发表的《工匠精神与创造精致》(《装饰》,2016年第5期);张培培发表的《互联网时代工匠精神回归的内在逻辑》(《浙江社会科学》,2017年第1期);郭线庐等发表的《重振工匠精神,让中国设计赢得世界尊重》(《装饰》,2017年第1期);栗洪武等发表的《论大国工匠精神》(《陕西师范大学学报(哲学社会科学版)》,2017年第1期);潘天波发表的《工匠精神的社会学批判:存在与遮蔽》(《民族艺术》,2016年第5期)等。