论创客教育的默会知识论基础:反思与重构  

Study on Theory of Tacit Knowledge in Maker Education:Reflection and Reconstruction

作　　者：石晋阳[1] 陈刚[1] 

机构地区：[1]扬州大学新闻与传媒学院,江苏扬州225000

出　　处：《电化教育研究》2017年第4期30-35,52,共7页E-education Research

基　　金：教育部在线教育研究基金2016年重点项目"在线专题教育社区评价体系的构建"(项目编号:2016ZD313)

摘　　要：从知识论视角反思创客教育行动,我们发现创客教育中实践性知识的合法性尚未被充分论证,而学界普遍引入的美国哲学家杜威的经验知识论对创客教育中知识本质的解释存在局限,主要表现在其经验知识论无法解释实践性知识的表达方式和习得过程的独特性。通过阐述波兰尼默会知识观超越传统知识观的三点贡献,进一步为创客教育奠定了知识论基础,主要得出以下三点启示:创客教育中的知识和应用存在于连续的统一体之中;默会能力是一种整合能力,其培养依赖于"寓居式"实践行动;造物是"意义"的外化,承载心灵滋养和文化发展的双重任务。最后,从默会知识论的视角论证了创客教育可以在实践行动和范例研习中培养和提升创客的默会能力,从而激活主体的创新基因。From the perspective of epistemology, it is discovered that the legitimacy of practical knowledge existing in maker education has not yet been fully demonstrated. Moreover, American philosopher Dewey＇s empirical epistemology has its limitations when used to explain the nature of knowledge in maker education, for it fails to explain the uniqueness of the expression and acquisition process of practical knowledge. After expounding three contributions made by Polanyi＇s theory of tacit knowledge compared to traditional theory of knowledge, this study works out three instructive points： the knowledge and application in maker education exist in a continuum; tacit competence is an integrated competence, and its cultivation depends on the ＂indwelling＂ practical action; creation is the externalization of ＂meaning＂, which carries the dual tasks of spiritual nourishment and cultural development. Finally, this study proves that maker education can be used to train and develop tacit competence of makers in practical actions and learning examples for further activating makers/innovation genes.

关 键 词：创客教育 实践性知识 默会能力 默会知识论 范例 

分 类 号：G434[文化科学—教育学]