摘要
哈贝马斯的交往行动理论代表教育研究"语言学转向"影响下的一种实践认识论。在科层制和后现代状况交替影响的中国当下学校生活情境中,教师的"自我认同"要么被割裂为相互孤立的领域,要么被视作无法把握的虚幻的对象,其共同结果是教师自我的迷失。交往行动在帮助教师寻找和建构真实的自我方面具有其他行动模式不可替代的作用。通过交往行动达成教师自我认同的形成和发展,教师个人和学校机构的话语伦理必须以理性的、寻找"真我"的对话规则为基础。
Habermas＇ theory of communicative action reflects a practical epistemology under ＂linguistic turn＂ in educational research. In mixture of bureaucracy and post-modern conditions in schools of China, teacher＇s life has been divided into some isolated parts or regarded as some fictional objects, and both of them lead to the lost of ＂self＂. The communicative action is irreplaceable in helping teachers find their ＂self＂, but there are still some requirements in discourse ethics for that.
出处
《教育学术月刊》
北大核心
2010年第11期59-62,共4页
Education Research Monthly
关键词
教师
自我
交往行动
话语伦理
Teacher
Self
Communicative Action
Discourse Ethics
