童年并未消逝:迈向支持自主性的现代教育

[德]底特利希·本纳; 顾娟; 彭正梅

doi:10.16382/j.cnki.1000-5560.2018.06.005

童年并未消逝:迈向支持自主性的现代教育

doi: 10.16382/j.cnki.1000-5560.2018.06.005

1.
柏林洪堡大学普通教育学系, 德国柏林 10099
2.
华东师范大学国际与比较教育研究所, 上海 200062

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出版历程
- 刊出日期: 2018-11-20

Childhood Never Disappearing: Towards a Modern Education that Supports Autonomy

1.
Department of Education Studies, Humboldt University, Berlin 10099, Germany
2.
Institute of International and Comparative Education, East China Normal University, Shanghai 200062, China

摘要

摘要: 前现代社会的童年隐匿在确定的成人概念之中。卢梭指出，只有到了现代社会，我们才发现"我们不知道大自然允许我们成为什么"。不论对于儿童，还是对于成人，未来都带有根本的不确定性和开放性。因此，现代民主允许成人去协商未来；而儿童的教育则必须是支持性的，必须认可儿童不确定的可塑性并促进其自主性。童年是一种必要性的和经验性的假设，宣布童年的消逝或成人的消逝是没有经验证据的，也是没有意义的。如何对儿童进行一种教育支持和社会支持，以促进其自主性，才是问题的根本所在。
- 童年 /
- 支持性教育 /
- 童年的消失 /
- 社会支持
Abstract: In premodern societies, childhood was dominated by the certainty of adulthood. According to Rousseau, it was only in modern societies that we lost this certainty and "we don't know what nature allows us to become". Future has now become something with fundamental uncertainty and openness, not only for children themselves but also for adults. Therefore, modern democracy allows adults to negotiate future; education must be correspondingly supportive to children, recognize their uncertain plasticity and promote their autonomy. The existence of childhood is a necessary and empirical hypothesis. Announcing the disappearance of childhood or adulthood has no empirical proof and is therefore meaningless. The essential problem is how to give children educational and social support in order to develop their autonomy.
- childhood /
- supportive education /
- disappearance of childhood /
- social support

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参考文献(11)

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