表现的学校与教育的危机

高德胜

doi:10.16382/j.cnki.1000-5560.2019.06.002

表现的学校与教育的危机

doi: 10.16382/j.cnki.1000-5560.2019.06.002

高德胜

华东师范大学课程与教学研究所, 上海 200062

基金项目:

教育部人文社会科学重点研究基地重大项目"生活德育的理论深化与实践推进研究" 16JJD880027

计量
- 文章访问数: 269
- HTML全文浏览量: 261
- PDF下载量: 3
- 被引次数: 0
出版历程
- 刊出日期: 2019-11-20

The Performing School and Educational Crisis

Gao Desheng

Institute of Curriculum and Instruction, East China Normal University, Shanghai 200062, China

摘要

摘要: 表现一词在教育领域是那样常用，但却又没有确切的学术定义，属于陌生的教育常用语。表现发生在人际间，即以可见的方式将自己的品性与能力显示出来，以使他人看见。表现是人的一种存在方式，既可以展示作为人的优异，又有诸多限制和代价。学校的诞生就是一个"舞台"事件，就是教育从生活中分离出来成为"被看"对象的开始。在教育史上，教育抵御表现化的主要方式在于不安于"被看"，反过来去"看"社会和现实政治。经由规训的表现和表现的再"进化"这两个阶段，如今的学校已经被表现所支配。学校的表现化导致教育自主性的丧失、求真求善的失落、教育的外在化与热爱的迷失，在一定程度上学校变成了反对教育的力量，教育的危机加剧。只有找到表现的"解毒剂"，教育才能走出危机。
- 表现 /
- 学校 /
- 教育 /
- 危机
Abstract: The term "performance" is commonly used in the field of education, but without an agreed academic definition, it is an unfamiliar common term in education. Performance occurs among people, that is, people show their character and ability to others in a visible way. Performance is a way of existence of human beings, which not only demonstrates human excellence, but also has many limitations. The birth of schools is actually a "stage" event, which is the beginning of education separated from life and being the object of "being seen". In the history of education, the way to resist the performance of education is mainly reflected in opposing "being seen", but rather in "seeing" society and realistic politics. Through the two stages of "disciplined performance" and "re-evolution" of performance, schools are now dominated by performance. The "performance" of school leads to the loss of educational autonomy, the loss of seeking truth and good, the externalization of education and the loss of enthusiasm. To a certain extent, schools have become a force against education, which has also exacerbated the crisis of education. Only by finding the "antidote" can education get out of the crisis.
- performance /
- school /
- education /
- crisis

HTML全文

参考文献(24)

[1]	阿伦特.(2006). 精神生活?思维 (姜志辉译).南京: 江苏教育出版社.
[2]	阿伦特.(2009).人的境况.上海:上海人民出版社.
[3]	阿伦特.(2011a). 责任与判断 (陈联营译).上海: 上海人民出版社.
[4]	阿伦特.(2011b). 过去与未来之间 (王寅丽, 张立立译).南京: 译林出版社.
[5]	巴特勒.(2009). 消解性别 (郭劼译).上海: 上海三联书店.
[6]	柏拉图.(2004). 柏拉图对话集 (王太庆译).北京: 商务印书馆.
[7]	鲍曼.(2006). 寻找政治 (洪涛, 周顺, 郭台辉译).上海: 上海人民出版社.
[8]	杜威.(1989). 民主主义与教育 (林宝山译).台北: 五南图书出版公司.
[9]	杜威.(1994). 学校与社会·明日之学校 (赵祥麟, 任钟印, 吴志宏, 译).北京: 人民教育出版社.
[10]	福柯.(1999). 规训与惩罚 (刘北成, 杨远婴译).北京: 生活·读书·新知三联书店.
[11]	戈夫曼.(2008). 日常生活中的自我呈现 (冯钢译).北京: 北京大学出版社.
[12]	施特劳斯.(2005).什么是自由教育(一行译).载刘小枫, 陈少明主编. 古典传统与自由教育.北京: 华夏出版社.
[13]	史文德森.(2010). 无聊的哲学 (范晶晶译), 北京: 北京大学出版社.
[14]	亚里士多德.(2003a). 政治学 (颜一译).北京: 中国人民大学出版社.
[15]	亚里士多德.(2003b). 尼各马可伦理学 (廖申白译).北京: 商务印书馆.
[16]	McGregor, G., et al.(2017).Re-imagining schooling for education. London: Palgrave Macmillan.
[17]	Hutmacher & Walo. (1997). Key competencies in Europe. European Journal of Education, (1), 45. http://cn.bing.com/academic/profile?id=9dc92cf174250f7b8234f4f2ea908bee&encoded=0&v=paper_preview&mkt=zh-cn
[18]	Munday, I.(2014). Creativity: Performativity's poison or its antidote?. Cambridge Journal of Education, (3), 319-332. http://d.old.wanfangdata.com.cn/Periodical/ysbj201704018
[19]	Perryman, J.(2009).Inspection and the fabrication of professional and performative processes. Journal of Education Policy, (5), 611-631. http://www.wanfangdata.com.cn/details/detail.do?_type=perio&id=10.1080/02680930903125129
[20]	Hoooway, J. and Brass, J.(2018). Making accountable teachers: the terrors and pleasure of performativity. Journal of Education Policy, (3), 361-382. http://cn.bing.com/academic/profile?id=7acff165cf06497c1caa7173789861dc&encoded=0&v=paper_preview&mkt=zh-cn
[21]	Kirten Locke.(2015).Performativity, performance and education. Educational Philosophy and Theory, (3), 347-259. http://d.old.wanfangdata.com.cn/NSTLQK/NSTL_QKJJ026664753/
[22]	Puchner, M. (2014). The problem of the ground: Martin Heidegger and site-specific performance. In Laura Cull and Alice Lagaay(Eds.), Encounters in Performance Philosophy (pp.65-86). New York: Palgrave Macmillan.
[23]	McNamara, G., O'Hara, J. (2009). Ethical leadership in an age of evaluation: Implications for whole school wellbeing. In M.de Souza(eds.), International Handbook of Education for Spirituality, Care and Wellbeing(pp.943–960). International Handbooks of Religion and Education.
[24]	Ball, S.J.(2000). Performativities and fabrications in education economy: Towards the performative society?. Australian educational Researcher, (2), 1-23. http://cn.bing.com/academic/profile?id=7068b91e13c3f74e4ca1ccec034aa46a&encoded=0&v=paper_preview&mkt=zh-cn