摘要
人的安全需要与自我意识需要、社会共识的诉求、以及制度化教育本身的特性,提出了形成教育共识的需要。然而,“理解”与“接受”的困难,使得教育共识的形成即便不是不可能的,也是异常艰难的。那些宣称的教育共识往往试图归化不同的观点而体现出强制,强调认同而淡化怀疑,意在融通却造成区分。因此,将“共识”动词化,把“教育共识”变为“共识教育”,即从对“共同的教育认识”的关注转到“共同去认识教育”上,虽是不得已的选择,却也是一种积极的策略。“共识教育”既是寻求教育共识的最低策略,也体现了对于他人的信任与依赖,还意味着开放怀疑、避免风险的态度。
The human needs of security and self-consciousness, the pursuing for social consensuses, and the characteristic of the institutionalized education itself bring on the need to reach education consensus. However, the difficulties of understanding and accepting make it, if not impossible, difficult to reach education consensus. The alleged education consensus often tries to integrate various viewpoints but indicates a sense of coercion. It emphasizes agreement but neglects doubt, aims at coordination but leads to division. Therefore, to verbalize ＂consensus＂, shift from ＂education consensus＂ to ＂consensus education＂, that is, from ＂making education consensus＂ to ＂exploring education jointly＂, is not the best choice but a positive strategy. It is a basic strategy to reach education consensuses; it also shows the trust and reliance between people and embodies the attitude of releasing doubts and avoiding risks.
出处
《教育学报》
北大核心
2007年第2期10-15,共6页
Journal of Educational Studies
关键词
教育共识
共识教育
理解
接受
education consensus
consensus education
understanding
accepting
