什么知识最有价值——基于斯宾塞课程思想的思考  

What is the most Valuable Knowledge——Consideration Based on the Curriculum Thoughts of Spencer

作　　者：陈铁成[1] 熊梅[1] 

机构地区：[1]东北师范大学教育学部,吉林长春130024

出　　处：《外国教育研究》2013年第5期73-79,共7页Studies in Foreign Education

基　　金：全国教育科学"十一五"规划教育部规划项目<小学道德课程教材内容体系建构的理论与实践研究>(项目编号:FEB070292)

摘　　要：1859年,斯宾塞在《什么知识最有价值》中提出了"科学"知识最有价值的观点,斯宾塞的知识观极大地促进了世界范围内自然科学的发展和科学技术的广泛应用,进而形成了相当长的时期内科技理性一统天下的局面。然而,随着人类认识的发展和时代的进步,人们发现科学在带给世界大量利好的同时,也给世界带来了很多问题。于是,越来越多的人开始质疑"科学知识最有价值"这一论断。溯源斯宾塞课程思想并进行深入剖析和反思,重新论证知识价值问题,建构"幸福知识"课程价值思想,可以有效消解科学和科技理性,重构理性的课程知识价值观。In 1859,Spencer pointed out that scientific knowledge is the most valuable knowledge in his works of What Knowledge is most Valuable. Spencer＇s view of knowledge has greatly promoted the worldwide development of natural science and wide use of science and technology, and thus the formation of a domination of technological rationality for a long period. However,with the development of human knowledge and progress of the times,people find that science brings the world a lot of good,but at the same time brings to the world a lot of problems. As a result, more and more people have began to question this assertion that scientific knowledge is the most valuable knowledge. Tracking Spencer curriculum thoughts and making in-depth analysis and reflection,re- appraising the value of knowledge,constructing the curriculum thoughts on happiness knowledge, can effectively clear up science and technological rationality,and reconstruct the rational curriculum knowledge values.

关 键 词：斯宾塞 价值 知识 幸福知识 

分 类 号：G40[文化科学—教育学原理]