重审教学哲学:分析传统、本真与解放的美丽邂逅  

Rethinking Teaching Philosophy:A Beautiful Encounter between Analytic Tradition,Authenticity with Emancipation

作　　者：简成熙 CHIEN Cheng-Hsi

机构地区：[1]屏东大学教育行政研究所,中国台湾屏东90003

出　　处：《现代教育论丛》2022年第5期17-34,109,共19页Modern Education Review

摘　　要：随着科学、技术的一日千里,哲学对于教育的影响日益降低,许多基层教师汲汲于学习教学新技巧。其实,哲学对于教学反思的功能,一直未曾间断。1960年代分析的教育哲学对于教学概念、模式都有许多贡献,哲学家帕斯莫尔特别撰写教学哲学。同一时间,现象学、存在主义发展本真的教育理念,与分析传统分庭抗礼。近年来,后结构主义学者比斯塔站在本真的立场,希望重拾教学理念,恢复教师与学生的主体性。他更发扬洪西耶赫的空知教师的概念,让解放的教学能够立基于师生平等的设定。在后现代、后结构、后疫情,乃至后人类时代的来临时刻,仍然需要教学哲学的深刻反思。With the rapid development of science and technology,the influence of philosophy on education is decreasing day by day. Many elementary teachers are eager to learn new teaching skills. In fact,philosophy has continued to exert its influence on the function of teaching reflection. Philosopher J. Passmore wrote the monograph named the philosophy of teaching. The analytic philosophy of education in the 1960s has made many contributions to the concept and mode of teaching. At the same time,phenomenology and existentialism developed the educational idea of authenticity and competed with the analytical tradition.Poststructuralist scholar G. J. J. Biesta hopes to re-discover teaching and restores the subject of teachers and students from the standpoint of authenticity. He also carried forward J. Rancière’s concept of the ignorant schoolmasters,so that the emancipatory teaching can be based on the axioms of equality between teachers and students. The advent of the post-modern,post-epidemic and even post-human times,profound reflection of teaching philosophy is always needed.

关 键 词：教学 教学哲学 本真性 解放教育 后结构主义 

分 类 号：G420[文化科学—课程与教学论]