复调的话语场景与吁求教育现代性的反思向度  

The Discourse Context of Multi- tone & the Reflective Dimension of Educational Modernity

作　　者：吴全华[1] 

机构地区：[1]华南师范大学教育科学学院,广东广州510631

出　　处：《教育理论与实践》2006年第7期9-12,共4页Theory and Practice of Education

摘　　要：教育现代性以理性主义、个体主体性发展为核心价值取向。自近代以来,教育现代性在我国虽然获得了一定程度的发展,但教育现代性与教育前现代性之间的冲突、对立仍很尖锐。在当下话语交叠、并置一处的复调场景中,要吁求教育现代性“到场”,应作多向度反思。也即应从维护教育现代性为出发点,反思教育现代性的内在冲突;应站在发展教育现代性的立场上,警惕文化教育上的保守主义;应在强化教育现代性的本土问题意识的基础上,形成跨文化视野的反思意识,在警惕全球化对教育的负面影响的同时,认真反思、仔细清理教育的非现代性。The key value orientation of educational modernity is rationalism and the individual development. In the modern times the educational modernity has made a lot of progress, but the conflict between educational modernity and educational pre - modernity is still quite sharp. In the multi - tone context of discourse overlap, we should appeal for the presence of educational modernity and take much multi - reflection. That is, we should reflect on the inner conflict of educational modernity with the aim of safeguarding the educational modernity; we should be alert to the conservatism of cultural education in the light of development of educational modernity; we should have the sense of reflection in the cross - cultural context based on the enhancement of the sense of locality of educational modernity and carefully ponder on and eliminate the non -modernity at the time of guarding against the negative impact of globalization on education.

关 键 词：教育现代性 个体主体性 教育前现代性 文化保守主义 话语场景 保守主义 

分 类 号：G40[文化科学—教育学原理]