博物教育的建设性蕴涵——论新教育范式的演进逻辑  

Constructive Implications of BOWU Education:On the Evolution Logic of a New Educational Paradigm

作　　者：王琦 丁宏伟 WANG Qi;DING Hong-wei(College of Philosophy,Nankai University,Tianjin 300350,China;Faculty of Buddhist Studies,Lumbini Buddhist University,Lumbini,Nepal)

机构地区：[1]南开大学哲学院,天津300350 [2]蓝毗尼佛教大学佛教学系,蓝毗尼

出　　处：《自然辩证法研究》2023年第2期125-131,共7页Studies in Dialectics of Nature

基　　金：国家社会科学基金一般项目“波爱修斯哲学著作编译暨研究”(18BZX087);“当代博物教育课程与教材建设研究”(2019BW001)。.

摘　　要：古往今来,众多教育模式主要归属于两种范式:古典博物范式和数理范式。在古代,博物学占据主导地位,绝大多数教育都是古典博物范式教育;近代以来,数理范式教育逐渐占据主导地位,很多教育模式,如通识教育、素质教育、STEM/STEAM教育,都属于数理范式教育。在原有范式的发展过程中不同程度地蕴涵着一种新范式——“博物教育”——出现的可能。在现代博物传统和数理传统相兼容互动的背景下,基于博物论和认知科学的发展,新博物教育被提出来,它是一种具有建设性价值的整全性的新教育范式,有其自身的演进逻辑。From ancient to modern times,many educational models mainly belong to two paradigms:classical natural history paradigm and mathematical paradigm.In ancient times,natural history was dominant,and most educational models belonged to classical natural history education.Since modern times,mathematical paradigm has gradually taken a dominant position.Many educational models,such as general education,quality education and STEM/STEAM education,belong to mathematical paradigm.During the development of original paradigms,there is a possibility of a new paradigm-BOWU education.Under the background of compatible interaction between modern natural history tradition and mathematical tradition,based on the de-velopment of natural history theory and cognitive science,new BOWU education is put forward.It is a constructive and comprehensive new educational paradigm with its own evolution logic.

关 键 词：博物 具身认知 博物教育 

分 类 号：N031[自然科学总论—科学技术哲学]