知识观的嬗变与教育管理变革  

The Evolution of Knowledge View and the Reform of Educational Management

作　　者：安世遨[1] 

机构地区：[1]贵州大学公共管理学院,贵州贵阳550025

出　　处：《教育理论与实践》2015年第4期17-21,共5页Theory and Practice of Education

基　　金：教育部人文社会科学研究西部和边疆地区项目<教育管理对话范式研究>(项目批准号:10XJA880001);贵州大学成果奖励科研经费项目<教育管理范式发展的内在逻辑与趋势>(项目编号:2012016)的研究成果

摘　　要：教育管理是基于知识的管理,它依靠知识、围绕知识并创生知识。对知识的理解不同,教育管理的性质、内容与方式也会不同。在历史嬗变中产生的四种知识观对应着四种类型的教育管理:原始神秘型教育管理、古代专制型教育管理、现代科学型教育管理和后现代多元化教育管理。后现代知识观的转变意味着深刻的教育管理的变革和转向:从统一性管理转向多样性管理,从物化管理转向人性管理,从确定性管理转向权变性管理,从控制性管理转向自主性管理,从单一化管理转向复杂性管理,从线性管理转向非线性管理。Educational management is based on knowledge and it depends on knowledge, centers around knowledge and creates knowledge. Different understanding of knowledge will result in different characteristics, contents and ways of educational management. In the historical evolution there produced four kinds of knowledge views which corresponded to the four types of educational management. They are the educational management of primitive mystery, the education management of ancient autocracy, the education management of modern science and the education management of postmodern diversity. The change of postmodern knowledge view means the profound reform and transformation of educational management： from the unified management to the diversified management, from the materialized management to the humanistic management, from the deterministic management to the contingent management, from the controlling management to the autonomous management, from the simplified management to the complex management, and from the linear management to the nonlinear management.

关 键 词：知识观 教育管理 教育管理变革 

分 类 号：G40-058[文化科学—教育学原理]