超越社会功能主义:未来素养培育的方法论思考  

Beyond Social Functionalism:Methodological Reflection on the Cultivation of Futures Literacy

作　　者：樊溶 孙元涛[1] Fan Rong;Sun Yuantao(the College of Education,Zhejiang University,Hangzhou 310058)

机构地区：[1]浙江大学教育学院,杭州310058

出　　处：《中国远程教育》2024年第6期48-61,共14页Chinese Journal of Distance Education

基　　金：国家社会科学基金“十四五”规划2021年度教育学重大课题“未来学校组织形态与制度重构的理论与实践研究”(课题编号:VFA210006)。

摘　　要：面向明日世界的“未来素养”在实践中被狭隘地等同于“为未来做准备的素养”。这种理解背后隐含的是一种社会功能主义的方法论误区。社会本位论的沿袭、工具理性的僭越与人类对于确定性的寻求,共同建构了社会功能主义在教育变革历程中的演进逻辑。超越社会功能主义需要方法论的重构:未来素养不是将人视作治理性话语下的某种“资本”,而是以人为伦理性主体;不是实现单一的未来理想,而是走向“复数乌托邦”;不是一劳永逸的习得性训练,而是递归性循环。唯有此种实现了“回到人”之价值复归的未来素养培育,才能为实现最终走向“超越人”的未来教育提供基础与可能。"Futures literacy"ooriented towards the world of tomorrow is narrowly equated with"literacy for the future"in practice.Implicit behind this understanding is a methodological misunderstanding of social functionalism.The inheritance of social standard,the encroachment of instrumental rationality,and human pursuit of certainty collectively construct the evolutionary logic of social functionalism in the process of educational reform.Transcending social functionalism requires a reconstruction of methodology:"futures literacy"is not about regarding people as a certain"capital"under the discourse of governmentality,but rather as the ethical subject;it is not about realizing a single future ideal,but about going toward"a plural utopia";it is not about once-and-for-all acquisitive training,but about a recursive loop.Only through this kind of futures literacy cultivation,which realizes the revival of the value of"returning to humanity",can the foundation and possibility for ultimately moving towards an education that"goes beyond humanity"be provided.

关 键 词：未来素养 未来教育 社会功能主义 

分 类 号：G40-032[文化科学—教育学原理]