On “Utilizing for Learning”：Teaching Epistemology for Competence Development

Zhang Liang; Luo Shengquan

doi:10.16382/j.cnki.1000-5560.2021.02.004

Volume 39 Issue 2

Feb. 2021

Turn off MathJax

Article Contents

Article Navigation > Journal of East China Normal University (Educational Sciences) > 2021 > 39(2): 40-49

Zhang Liang, Luo Shengquan. On “Utilizing for Learning”：Teaching Epistemology for Competence Development[J]. Journal of East China Normal University (Educational Sciences), 2021, 39(2): 40-49. doi: 10.16382/j.cnki.1000-5560.2021.02.004

Citation:

Zhang Liang, Luo Shengquan. On “Utilizing for Learning”：Teaching Epistemology for Competence Development[J]. Journal of East China Normal University (Educational Sciences), 2021, 39(2): 40-49. doi: 10.16382/j.cnki.1000-5560.2021.02.004

Citation:

PDF( 660 KB)

On “Utilizing for Learning”：Teaching Epistemology for Competence Development

doi: 10.16382/j.cnki.1000-5560.2021.02.004

Center for studies of Education and Psychology of Ethnic Minorities, Southwest University, Chongqing, China

Available Online: 2021-02-07
Publish Date: 2021-02-07

Abstract

Abstract

Inquiry into the teaching epistemology for competence development aims to clarify the relationship between knowledge and competence, and the epistemology principles and teaching mechanism of their transformation. Competence is the moral ability of using knowledge to solve complex problems, and this learning outcome is based on knowledge and beyond, and depends on the fact that learners could transfer and utilize knowledge morally in complex situation. The nature of competence is practice which implies the epistemological meaning of the unity of knowledge and action, intellect and morality. This implication demands that teaching epistemology should handle well with the integration between ‘learning’ and ‘utilizing’. Although traditional teaching epistemology consistently advocates ‘learning for utilizing’, clamped by the knowledge creed of firm belief in rationalism, it struggled with the dualism cruces including the time sequence view, instrumental theory and mechanism in dealing with the relationship between knowledge and action, ‘learning’ and ‘utilizing’. The crux of dualism not only split the inherent unity of ‘learning’ and ‘utilizing’, but made it difficult to ensure the practicality of learners’ learning outcomes. ‘Utilizing for learning’ adjusts the sequence between ‘learning’ and ‘utilizing’ and aims to re-evaluate the epistemology meaning of action and practice, so as to promote ‘learning for utilizing’. ‘Utilizing for learning’ as the practice-oriented teaching epistemology, not only outlines the teaching mechanism of turning knowledge into competence, but reflects the practical turn of modern and contemporary epistemology research, the newest development of learning science and the action-based epistemology tradition implied in Chinese culture.
- competence,
- relationship between knowledge and action,
- practice-based epistemology,
- utilizing for learning,
- teaching epistemology

FullText(HTML)

References(35)

References

[1]	陈嘉明. (2014). 中国哲学的“力行”知识论. 学术月刊,(11),5—13.
[2]	陈晏清, 王南湜, 李淑梅. (2017). 现代唯物主义导论: 马克思哲学的实践论研究. 北京: 北京师范大学出版社.
[3]	杜威. (2005a). 民主主义与教育(王承绪译). 北京: 人民教育出版社.
[4]	杜威. (2005b). 确定性的寻求——关于知行关系的研究(傅统先译). 上海: 上海人民出版社.
[5]	杜威. (2005c). 我们怎样思维·经验与教育(姜文阂译). 北京: 人民教育出版社.
[6]	杜威. (2008). 我们怎样思维——再论反省思维与教学的关系. 吕达、刘立德、邹海燕. 杜威教育文集(第五卷)(姜文闵译). 北京: 人民教育出版社.
[7]	方克立. (1986). 中国哲学史上的知行观. 北京: 人民出版社.
[8]	方明. (2008). 陶行知教育名篇. 北京: 教育科学出版社.
[9]	冯契. (2017). 认识世界和认识自己(修订版). 上海: 华东师范大学出版社.
[10]	怀特海. (2016). 教育的目的(汉英双语版)(靳玉乐等译). 北京: 中国轻工业出版社.
[11]	凯洛夫. (1957). 教育学(陈侠等译). 北京: 人民教育出版社.
[12]	李泽厚. (2005). 实用理性与乐感文化. 北京: 生活•读书•新知三联书店.
[13]	李泽厚. (2014). 论语今读. 北京: 生活•读书•新知三联书店.
[14]	苗力田. (1994). 亚里士多德全集(第8卷). 北京: 中国人民大学出版社.
[15]	欧阳康. (2017). 马克思主义认识论研究. 北京: 北京师范大学出版社.
[16]	陶行知. (2012). 育才学校手册. 重庆陶研文史,(3),13.
[17]	王策三. (2002). 教学认识论(修订本). 北京: 北京师范大学出版社.
[18]	王策三. (2005). 教学论稿(第二版). 北京: 人民教育出版社.
[19]	杨九诠. (2016). 学科核心素养与高阶思维. 中国教育报, 2016−12−21(9).
[20]	杨向东. (2017). 基于核心素养的基础教育课程标准研制. 全球教育展望,(9),34—48.
[21]	郁振华. (2012). 人类知识的默会维度. 北京: 北京大学出版社.
[22]	张良. (2019). 论核心素养的生成: 以知识观重建为路径. 教育研究,(9),65—70.
[23]	张良, 靳玉乐. (2019). 知识运用与素养生成—探讨素养发展的知识路径. 教育学报,(5),48—49.
[24]	Brown, J. S., Collins, A., Duguid, P. (1989). Situated Cognition and the Culture of Learning. Educational Researcher, (1), 32—42.
[25]	Dewey, J. (1916). Democracy and Education: An Introduction to the Philosophy of Education. New York: The Free Press.
[26]	Dewey, J. (1929). The Quest for Certainty——A Study of the Relationship of Knowledge and Action. New York: Minton, Balch & Company.
[27]	Freire, Paulo. (2005). Pedagogy of the Oppressed (30th Anniversary Edition).New York: The Continuum International Publishing Group Inc.
[28]	National Academies of Sciences. (2018). Enginerring, and Medicine. How People learn Ⅱ: Learners, Contexts and Cultures. Washington, DC.
[29]	National Research Council. (2000). How People Learn: Brain, Mind, Experience, and School. Washington, DC: The National Academies Press.
[30]	OECD. (2005). The Definition and Selection of Key Competencies [Executive Summary]. Retrieved from https://www.oecd.org/pisa/35070367.pdf.
[31]	OECD.(2019). OECD Future of Education and Skill 2030: OECD learning Compass 2030 (A series of concept notes). Paris: OECD Publishing.
[32]	Pellegrino, J.W., Hilton, M. L.(2012). Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century. Washington, D.C.: The National Academies Press.
[33]	Rychen, D.S., Salganik, L.H. (2001). Defining and Selecting Key Competencies.Göttinggen, Germany: Hogerfe & Huber.
[34]	Rychen, D.S., Salganik, L.H. (2003). Key Competencies for a Successful Life and a Well-Functioning Society. Göttinggen, Germany: Hogerfe & Huber.
[35]	United Nations Educational. (2015). Scientific and Cultural Organization. Rethinking Education: Towards a global common good?. Paris: UNESCO Publishing.