内在时间:人文知识性质审视与课程教学启示  

Intrinsic Time:Examination of the Nature of Humanistic Knowledge and Implications for Curriculum Instruction

作　　者：周彦[1] ZHOU Yan(School of Education Science,Nanjing Normal University)

机构地区：[1]南京师范大学教育科学学院

出　　处：《教育理论与实践》2019年第16期58-62,共5页Theory and Practice of Education

基　　金：江苏省中小学教学研究第十二期重点课题“素养养成的学生语文阅读指导支持系统建构研究”(课题编号:2017JK12-ZB39)的研究成果

摘　　要：时间在科学世界和人文世界中的属性有别,人文世界中的时间是一种内在的“意识时间”,即“过去、现在和未来”,这为审视人文知识性质提供了一种视角。从时间的当代性来看,由于生活之惑具有紧迫性,解决困惑要落实为行为,因而人文知识充斥大量信念,并且指向“行事”;从时间的未来性来看,人文知识的意义之源来自未来世界的美学图景;从时间的历史性来看,人文知识的意义不是永存的而是经历着不断消逝与夺回的过程。由此考察课程与教学中的人文知识学习可知,人文知识的对象世界是个多世界,它有着不同于科学知识的客观性;人文知识的本质特性在于个体性,因而对它的学习不能以普遍性为目标,而恰恰需要个人意义上的文化创作,并包容其间的差异性。The attributes of time differ in the scientific world and the humanities world,and the time in the human world is an intrinsic “conscious time”,which is “past,present,and future”. This provides a perspective for examining the nature of humanistic knowledge. From the point of view of the contemporary nature of time,owing to the urgency of confusing nature of life,which needs to be implemented as behavior in order to be solved,humanistic knowledge is full of beliefs and points to “acting”;from the perspective of the future nature of time,the meaning of humanistic knowledge is derived from the aesthetic picture of the future world;and from the historical point of view, the meaning of humanistic knowledge is not perpetual but experiences a process of constant disappearance and recapture. Therefrom,it can be seen from the study of humanities knowledge in curriculum and teaching that the object world of humanistic knowledge is a multi-world,and it has its objectiveness which is different from scientific knowledge;and the essential characteristic of humanistic knowledge is individuality,and therefore rather than targeting universality as its objective,its study needs cultural creation in the personal sense and allows the differences among them.

关 键 词：内在时间 人文知识 课程教学 

分 类 号：G420[文化科学—课程与教学论]