学习化时代的多重教育目标及对教育改革的反思——与国际教育学者格特·比斯塔(Gert Biesta)的对话与反思  

Multiple Educational Goals in the Learnification Era and Reflections on the Neo-liberal Educational Reform--A Dialogue and Reflection with the World-renowned Education Scholar Gert Biesta

作　　者：祝刚 于明星 ZHU Gang;YU Mingxing(Institute of International and Comparative Education,East China Normal University,Shanghai,200062,China;Research Center of Dewey's Educational Thoughts,East China Normal University,Shanghai,200062,China;School of Marxism,Shanghai University of Finance and Economics,Shanghai,200433,China)

机构地区：[1]华东师范大学国际与比较教育研究所 [2]华东师范大学杜威教育思想研究中心,上海200062 [3]上海财经大学马克思主义学院,上海200433

出　　处：《全球教育展望》2023年第3期3-15,共13页Global Education

基　　金：国家社会科学基金课题高校思想政治理论课研究专项“师范生师德培养长效机制构建研究”(项目编号:22VSZ041)的阶段性成果。

摘　　要：随着新自由主义/全球资本主义市场逻辑的兴起,经济合作与发展组织和世界银行等国际组织对全球教育治理和跨国教育政策借鉴的影响越来越大,人们应当警惕测量文化、循证文化、官僚问责制对教育的影响。然而,进入21世纪以来,人们对教育的目的问题的忽略不仅仅出于此类“外部”的原因,也与当下讨论教育时使用话语的转变等内部转换有密切关系。不少国家的教育话语和教育实践出现了“学习化”的趋势,学习的新语言对各个国家的教育理论、实践与政策产生了多方面的影响。作为一种“非教育性”语言,“学习化”将教育局限于学习,只能触及我们作为人类存在的一个很小的方面。教育应该开辟更多的存在的可能性,而不仅仅是学习和成为学习者。具有“教育性的”教育目的应当在资格化、社会化和主体化三个领域内取得均衡发展。好的教育需要将对学生主体性的关注置于核心位置。教育研究者应该从对教育实践有意义的理解而非某种“理想型”的研究概念开始,通过运用证据、能力、民主和智慧,进行行动和可能后果之间关系的探索。Since the beginning of the new century,there has been a trend of“learnification”in educational discourse and practice in many countries.As a new learning language,“learnification”has exerted various influences on the educational theories,practices,and policies of various countries.As a kind of“non-educational”language,“learning”confines education to learning,which can only touch a very small aspect of our existence as human beings.Education should open up more possibilities of existence,not just learning and becoming learners.The“educational”educational purpose should achieve balanced development in the three fields of qualification,socialization,and subjectification.Good education needs to focus on students'subjectivity.With the increasing influence of the organization for economic cooperation and development,the world bank and other international organizations on global education governance and transnational education policy reference,we should carefully look at the impact of global education governance and measurement culture on education,continuously promote the democratization of teachers'profession,transform evidence-based education into value education,and transform bureaucratic accountability policy into democratic accountability policy.Inspired by Dewey's pragmatism,educational researchers should start with a meaningful understanding of educational practice rather than some“ideal”research concept,and explore the relationship between action and possible consequences by using evidence,ability,democracy,and wisdom.

关 键 词：“学习化” 教育目的 资格化 社会化 主体化 

分 类 号：G511[文化科学—教育学]