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篇名 论学校的任务
並列篇名 The Tasks of School: A Phenomenological Approach
作者 马尔特.布因克曼(Malte Brinkmann)
中文摘要 学校是特殊的制度化场所,它具有与教和学相关的、特殊的行动逻辑。学校的任务不仅在于社会功能的再生产以及社会化,也不仅在于将社会问题转化到教育领域。相反,在与其他社会领域和实践的积极关系之中,学校中教育行动的自身逻辑本身就具有生产性。首先,在制度论的视角下,黑格尔将学校界定为独立制度化的、人为组织的教育实践发生的场所。在学校中存在一种与其他社会领域、机构和实践相区别的特殊的教育行动逻辑。其次,在教育理论和教化理论的视角下,马丁努斯.朗格威尔(Martinus Langeveld)将学校教育实践描述为人为的、富有技巧的教学行动,在其中教育行动发生以前以及教育领域以外的问题被转化到一种时间、空间和社会的教育语境中。第三,欧根.芬克(Eugen Fink)基于社会理论的视角,将学校实践界定为,在富有权力的、冲突性的、多元主义的(后)民主条件下的相互咨询和探究。
英文摘要 The article considers the school as a special institutionalized place with a special logic of action related to teaching and learning. The task of the school is not limited to the reproduction of social functions and socialization, or in the transformation of social issues and problems in educational field. Rather, the self-logic of pedagogical action in the school is itself productive in an active relationship to other social fields and practices. From an institution- theoretical perspective, first of all, Hegel defines the school as a place in which an independently institutionalized and artificially organized educational practice takes place. At school, there is a special pedagogical logic of action that differs from other social spheres, institutions and practices. Secondly, from the perspective of the theory of education and Bildung, this practice, is described by Martinus Langeveldas artificial and artistic didactic action, in which extrinsic pedagogical questions and problems are transformed into a timely, spatial and social pedagogical order. Thirdly, according to Eugen Fink, school practice is viewed from a social theoretical perspective and determined as mutual consultations under the conditions of a powerful and conflict-oriented, pluralistic (post) democracy.
頁次 060-072
關鍵詞 学校 学校理论 教育 学习 任务 民主 现象学 school theory of school education learning tasks democracy phenomenology CSSCI
卷期 38:1
日期 202001
刊名 華東師範大學學報(教育科學版)
出版單位 華東師範大學
DOI 10.16382/j.cnki.1000-5560.2020.01.006