摘要
流行的学习研究危机在于忽视了人类学习的生活处境和社会实践维度,使人的学习越加生理化、心理化和智能化,从而贫乏与简化了人真正的学习。不同于各种方法体系的运用,人的学习是目的论的活动,在于成就合格主体,使其能够作为知识、意义真确性和客观性的确保,能够自由、健全、完整地参与人的生活世界,并能作出理智与合理的回应。对合格主体的思考和建构、对真确性的确保贯穿于学习思想的演进,主体、知识、意义与学习统一且相互促成。思考人的学习,意味着更宏大的视野:批判性地审视人类学习的思想遗产,揭示其逻辑进路、重要论题及自身困境,寻求理论的超越及捍卫人的学习的立场。谈论人的学习须持有一种批判性、多元性、开放性的理解,这是学习理论研究亟须承当的责任。
The living condition and social experience have long been the province of learning science,but what is now known about human learning mostly comes from research in physiology,psychology,and artificial intelligence.This methodology-oriented change brings down the nature of actual human learning,which is subject to an overly simplified and logically flawed approach.It is argued in the present study that human learning stems from teleological activities,where the human being is invited to participate freely,soundly,and thoroughly in Lebenswelt(life-world)and to be the qualified subjects who can bear the knowledge and authentic and critical meaning and to make rational and reasonable responses.The study of human learning demands a broader perspective.It is required to critically examine assets from ancient philosophies to uncover the logic,thesis,and dilemma,for better theorization and defending the stand of human learning.The exploration of the nature of human learning requires a pre-conditionally critical,pluralistic,open-minded understanding,as well as a strong sense of responsibility.
作者
曹永国
CAO Yong-guo(School of Education,Soochow University,Suzhou 215123,China)
出处
《高等教育研究》
CSSCI
北大核心
2022年第10期31-40,共10页
Journal of Higher Education
基金
江苏省社会科学重点项目(20JYA002)
关键词
人的学习
建构主义
社会文化
目的论
human learning
constructivism
sociocultural
teleology
