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摘要: 随着实践哲学的复兴, 亚里士多德提出的“实践智慧”概念逐渐进入教育学领域 ,形成了课程“审议”、教学“反思”等概念。从“实践智慧”的角度来看, 教育实践是一种以善为根本追求、以情境性为特征、以实践理性为依归的“智慧的”活动。作为教育实践者的教师, 可以对教育理论采取一种实验的态度, 通过实践性学习和反思, 运用策略性思维, 路上通往“实践智慧”之路1) [日]佐藤学著, 钟启泉译:《课程与教师》, 教育科学出版社2003年版, 第291页。2) 实际上是五类, 另两类是(理论)智慧(sophia)和努斯(nous, 或直观理智)。3) 洪汉鼎:《设释学—-它的历史和当代发展》, 人民出版社2001年版, 第316页。4) 亚里士多德著, 廖申白译:《尼各马可伦理学》, 商务印书馆2003年版, 第176-177页。5) Bernstein, R., Beyond Objection and Relatiwsm,University of Pennsylvania Press,1983,p.47。6) [德]加达默尔著, 洪汉鼎译:《真理与方法》(下卷), 上海译文出版社1999年版, 第653-654页。7) 洪汉鼎:《设释学—它的历史和当代发展》, 人民出版社2001年版, 第311页。8) [英]卡尔著, 袁文辉译:《技术抑或实践?—教育理论的未来》, 载《华东师范大学学报》(教育科学版)1995第2期。9) Halverson,R., Acessing, Documenting, and Comunicating Practical Wisdom: The Proneris of School Leadership Practice, in American Joumal of Education, No. 11, Novermber 2004.10) 这些论文分别是:《实践: 一种课程语言〉(The Pratial: A language for Curiaulun, 1970); (实践: 折衷的艺术) (The Pruatical: Ats of Edletic, 1971); 《实践3:向课程转化》 (The Pratical 3: Thanslation into Curiaulun, 1973); 《实践4: 课程教授要做的事》(The Pratial 4: Something for Curiculum Profesor to Do, 1983)。11) 里德(Reid, w. A.)提出了一个问题等级图(a hierarchy of problems),首先把实践中的问题分为“确定的"和“不确定的”两种,而“不确定的"又分为“智慧的"和“道德的"。由于课程的问题涉及具体的情境,以及公共的需求、 愿望和目的,它又必然内含着智慧的和道德的方面。CF. Reid, W. A., Practcal Resning and Curiculum Theory: In Search of a New Paradigm, in Curiaulum Inquiry, Vol. 15, No. 1, 1979, p. 191; 徐玉珍:《课程审议一教师参与学校课程决策 的一个参考框架》,华东师范大学教育学原理专业博士学位论文, 1995, 第22-23页。12) Schwab, J. J., The Practical: A Language fr Curiculum, in Westbury, I.&Wikof, N. J (Eds.), Science, Gumiallum,and liberal Eduaion: Seleced EssaysofJ. J. Schwab ,The University of Chicago Pres, 1978,pp.288-299.13) Schoin,D. A., The Regletiue Prationer: Howo Poresionals Think in Action, NY: Basic Books, 1983.14) Schin,D. A., Educating the Refletive Paitioner: Townd a New Design for Teaching and Leaming in the Peresions, Josey - Bass Publishers, 1987,Chap.2.15) van Manen, M., linking Ways of Knowing with Way d Being Practical, in Curmialum Inquiry, Vol. 6, No. 3, 1977; Hatton,N.& Smith,D., Retlection in Teacher Education: Towards Defrnition and Implementation, in Teaching and Teacher Eduoution, Val.11, No. 1, 1995;Zeichner, K. M.& Liston, D. P.. Teaching Student Teachers to Retflect, in Hanard Educational Reriew , Vol.57, No. I, 1987;etc.16) Kitchner,K. S.& King,P. M., Relective Judgemnt: Concps of Juisfcatin and Their Relationship to Age and FEducation, in Jounal of Aplied Deelopmenal Psyhology, Vol. 2,1981; Ros, D. D., Fist Steps in Developing a Relctive Approach. in Joumal of Teacher Education, Vol. 40, No. 2. 1989; Vali, L., Listenning to Oher Voices: A Description of Teacher Reflection in the United States, in Peabdy Jounal of Educaution, Val. 72, No.1, 1997;etc.17) 熊川武:《反思性教学》,华东师范大学出版社1999年版,第104-108 页; Korthagan, F. A. J., Relective Teaching and Preservice Teacher Elucation in the Netherlands, in Jounal of Teacher Education, Vol. 36, No. 5, 1985; Korthagan, F. A. J.. Linking Practice and Theony: The Pedagogy of Realisic Teacher Education, Mahwah: Lawrence Erlbaum, 2001. Bimmingham, C., Phronesis: A Model for Pedagical Rflection, in Joumal of Teacher Educution, Vol.55, No. 4, 2001.18) 杜威在《我们怎样思维》( How We Think)中,就描述了为反思所必需的三个道德品性:虚心(openindedness). 专心 (noleheartedness)、责任感(reposibilty), 其后的许多研究者都在不同程度上承继了杜威的这种分析,然而,这里所反映 的仍不过是反思的道德方面,而作为整体的反思本身,常常被看作是价值中立的。19) Zagzebski,I. T., Virues of Mind: An Inquiry ino the Nature of Virtue and the Eihicul Foundations of Anouldge, Canlbridge University Pres, 1996, p. 221 - 224.20) Birmingham, C., Phronesi:; A Model for Pedagojical Rlleltion, in Jounal of Teacher Education, Vol. 55, No. 4, 2004.21) [美] 麦金泰尔著,龚群等译:《德性之后),中国社会科学出版社1995年版,第241 页。22) [美] 麦金泰尔著,龚群等译:《德性之后),中国社会科学出版社1995年版,第277 页。23) Villar, L. M., Refective Teaching, in Husen, T. et al. (Eds.), The Inernational Engydlopedia of Education, 2nd ed., Vol. 10., 1994, p. 6215.24) BBimingham,C.. Pronesis: A Model for Pedagugical Relection, in Jounal of Teacher Eduation, Vol. 55, No. 4, 2004.25) 亚里士多德著, 廖申白译:《尼各马可伦理学》, 商务印书馆2003年版, 第 39页。26) Dewey, J,The Source of A Science of Education, Liveright Publishing Corp.. 1929, p. 20.27) 亚里士多德著, 廖申白译:《尼各马可伦理学》, 商务印书馆2003年版, 第36页。28) [英]欧克肖特著,张汝伦译:《政治中的理性主义》,上海译文出版社2003年版,第10页。29) Roes, E. W.. Cormett, J. W. & McCutcheon, G. (Eds.), Teacher Pesonal Thericing: Coreting Curmalum Pratice,Theary, and Research, State University df New York Press, 1992, p. 194.30) 田向东:《布迪厄与社会实践理论》,载《开放时代》2000 年第12期。
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