为什么当下要重申主体教育?——格特·比斯塔“主体化”教育理论的境脉、生成与意义  

Why Does Subject Education Need to Be Reiterated at Present?:Contexts,Formation,and Significance of Gert Biesta's Theory of Subjectification

作　　者：赵康[1] ZHAO Kang(College of Education,Zhejiang University,Hangzhou,310058,China)

机构地区：[1]浙江大学教育学院,杭州310058

出　　处：《全球教育展望》2023年第7期3-15,共13页Global Education

摘　　要：主体教育是现代教育的根本任务之一。教育学家格特·比斯塔揭示,受一系列当代教育趋势影响,主体教育正在淡出当代西方教育领域。“学习”和“发展”话语已主导教育领域的语言;对教育效能的过度关注正使教育顺应测量和循证文化;依此出台的各种标准使教育处于技术理性的控制下,教育者失去进行教育性判断的空间;教师和教学正被边缘化;日益工具化视角下的教育几乎遮蔽了教育的解放性。在对这些教育趋势进行批判反思的同时,他重申主体教育的重要性,构建出其主体化教育理论。文章在比斯塔著作语境和当代西方教育现实境脉下系统分析该教育理论出现、生成和发展的过程,以形成对该理论的整体理解并辨析其独特性,进而分析其对当下主体教育发展所具有的意义。Subject education is one of the fundamental tasks in modern education.Gert Biesta reveals that subject education almost disappears under several tendencies in our time.The language of learning and development has replaced the language of education.Too much focus on educational effectiveness has pushed education to follow the culture of measurement and evidence⁃based practice,resulting in standards that put education under the control of technological rationality,with little space for educators to exercise educational judgment.Teachers and teaching are thus marginalized.The increasing instrumentalization view of education has greatly obscured the emancipatory dimension of education.Alongside these analyses,Biesta reclaims the importance of subjectification and forms a theory.This article analyzes the emergence,formation,and development process of Biesta's theory of subjectification in the educational context of the Western world,identifying its specificity based on a holistic understanding of it.This article further analyzes the significance of this theory to the development of subject education.

关 键 词：格特·比斯塔 主体教育 主体化 教育理论 境脉 主体性 学习 

分 类 号：G40[文化科学—教育学原理]