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获得·参与·知识创造——论人类学习的三大隐喻 被引量:82

Acquisition,Participation,Knowledge-creation
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摘要 长期以来,学习的获得隐喻一直占据主导地位,学习主要被理解为个体对知识的获得。这是一种民俗理论和传统认知方式,是笛卡尔哲学认识论的延续,存在不可避免的认识悖论和价值困境。20世纪90年代,受人类学情境学习、分布式认知、文化心理学和话语心理学等理论的影响,学习开始被视为学习者逐渐参与特定共同体活动的过程,学习的参与隐喻得以产生。参与隐喻实现了人类认识论的发展,消解了获得隐喻面临的责难,但又遭遇了阻碍学习迁移和虚化学科内容的难题。当前,人类已经迈入知识社会,简单地将两种隐喻加以整合,并不能深刻揭示人类学习的真谛、价值和诉求。由此,学习的知识创造隐喻应运而生,学习被认为不仅仅是知识的消费和传承活动,更应该成为知识的生产和创造活动。创造知识的学习活动主要有组织化的知识创造、拓展性学习和知识建造三种模式。 For a long time, the acquisition metaphor has been dominant in the learning theory, learning is considered to be the acquisition of knowledge by individuals. As a continuation of Cartesian epistemology, it is a kind of folk theory and traditional cognitive approach, encountered with the inevitable cognitive paradox and value dilemmas. In 1990's, impacted by the theories of situated learning, distributed cognition, cultural psychology and discourse psychology, an alternative approach called participation metaphor comes out, according to which learning is the process of learner's participating in certain community of practice. Participation metaphor has promoted the development of epistemology and resolved the problem of acquisition metaphor, but has suffered from the question of learning transfer and the worry about subject matter. At present, with the coming of knowledge society, it can't deeply reveal the essences, values and appeals of human learning simply by integrating these two metaphors. Therefore, the knowledge-creation metaphor has come into being. From the perspective of knowledge-creation, learning is not the consumption and transmission of knowledge, but the production and creation of it. The knowledge-creation learning has three modes: organizational knowledge-creation, expansive learning and knowledge-building.
作者 曾文婕 柳熙
出处 《教育研究》 CSSCI 北大核心 2013年第7期88-97,共10页 Educational Research
基金 国家社会科学基金教育学青年课题"学习哲学视角下学习型社会建设深化路径研究"(课题批准号:CKA120159)的研究成果之一
关键词 人类学习 获得隐喻 参与隐喻 知识创造隐喻 human learning acquisition metaphor participation metaphor knowledge-creation metaphor
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