文化、心智与教育——破解教育改革困境底层逻辑的文化社会学分析  

Culture,Mind,and Education:An Analysis Based on Cultural Sociology about the Underlying Principles of Educational Reform Dilemmas

作　　者：阎光才[1] Yan Guangcai(Institute of Higher Education,East China Normal University,Shanghai 200062,China)

机构地区：[1]华东师范大学高等教育研究所,上海200062

出　　处：《华东师范大学学报（教育科学版）》2024年第3期38-50,共13页Journal of East China Normal University:Educational Sciences

基　　金：国家自然科学基金项目“高水平大学的教师偏好、行为与工作表现研究”(72174063)。

摘　　要：受认知科学启发,近年来文化社会学越来越关注文化的认知属性。文化并非是整体性的存在,而更类似于工具箱。个体通过自我建构而形成其独特的心智结构,在社会网络互动中,逐渐表现出心智结构的共性即所谓的文化图式。教育领域众多观念的分歧与争论,便源于这种自发启动的心智结构,或者集体意识与无意识,因而由认知偏差而导致刻板化的偏见与成见。本文摒弃教育的文化决定论立场,强调人的心智开放,即沟通不同社会网络之间的良性互动,激发反思意识与批判性思维,是破解教育改革困境的底层逻辑。Inspired by cognitive science,cultural sociology has increasingly focused on the cognitive attributes of culture in recent years.Culture is not a holistic entity but rather akin to a toolbox.Through self-construction,individuals form unique mental structures which gradually exhibit commonalities known as cultural schemas in social network interactions.The numerous conceptual disagreements and debates in the field of education stem from this spontaneous initiation of mental structures,referred to as collective consciousness and unconsciousness,resulting in cognitive biases that lead to stereotyped prejudices and biases.This article rejects the notion of cultural determinism in education and emphasizes the openness of human minds.It highlights the positive interaction between different social networks,activation of reflective consciousness,and cultivation of critical thinking as fundamental approaches to resolving educational reform dilemmas.

关 键 词：文化社会学 文化图式 心智结构 教育改革 

分 类 号：G521[文化科学—教育学]