冯·格拉塞斯费尔德和他的《激进建构主义》  

Ernst von Glasersfeld and His Radical Constructivism

作　　者：李其龙[1] LI Qi-long(Institution of International and Comparative Education, East China Normal University, Shanghai, 20006)

机构地区：[1]华东师范大学国际与比较教育研究所,上海200062

出　　处：《基础教育》2016年第5期5-13,共9页Journal of Schooling Studies

摘　　要：格拉塞斯费尔德的代表作《激进建构主义》阐述了他逐步走向建构主义的人生经历;阐明了激进建构主义思想赖以为基础的基本理念;解释了建构主义思想在探讨哲学、心理学和教育学方面的一些关键问题。在他看来,知识根本不反映世界,而更多地包括行动模式、概念和思想。基于知识是人自己建构的经验实在,他进而否定了语言来传递认识的观点。他同时也反对检验知识看其同实在的一致性标准,认为检验知识的质量或价值的标准应当是"生存力"。基于以上认识,他提出了激进的学生中心的教育思想。他对于教育的激进理解很可能影响学校教育,导致对教师传授知识方面和学生学习书本知识方面的忽视。In his representative work Radical Constructivism, Ernst yon Glasersfeld recounts how he personally came to adopt constructive way of thinking, expounds the basic ideas on which radical construetivism was built on, and illustrates some key issues constructivism tends to deal with concerning philosophy, psychology and pedagogy. From his point of view, knowledge is by no means a reflection of the real world; instead, it more often than not embraces action schemes, concepts and thoughts. Besides, he opposes the criterion of testing knowledge by observing consistency between knowledge and ontological reality. He believes that the quality or value of knowledge should be judged by ＂viability＂. Based on the above understanding, he put forward his educational idea characterized by radical student-centeredness. His radical understanding of education is highly likely to influence schooling to ignore teachers＇ impartation of knowledge and students＇ acquisition of book knowledge.

关 键 词：格拉塞斯菲尔德 激进建构主义 认识论 教育思想 

分 类 号：G40-09[文化科学—教育学原理]