量子力学与“量子教育学”

Quantum Mechanics and Quantum Pedagogy

量子力学的一些思想对人们的哲学观念产生了相当大的影响,量子力学的核心思想是“波粒二象性”、“互补原理”、“不确定性原理”(“测不准原理”)和“因果关系的几率描述”。量子力学与唯心主义认识论和不可知论毫无联系。但是,量子力学强调逻辑实证,通过科学抽象和理想化对微观物质粒子行为进行研究。因此,把量子力学的原理推广到研究人的发展过程是不足信的。“量子教育学”是逻辑实证主义和科学主义的产物。“量子教育学”错误地解释了量子力学的原理,认为“正是我们的主观性决定了我们所看见的世界”,“世界带有主观性的结论不是不可以接受的”。“量子教育学”因此认为人的认识完全由主观世界或精神世界决定,学生可以毫无原因、毫无规律、毫无量变的积累而“突然”成长和发展。显然,“量子教育学”的认识论基础盖源于洛克、贝克莱、休谟和康德的哲学,陷入了唯心主义和不可知论的泥潭。

Some thoughts of the quantum mechanics have produced great influence on people＇ s philosophic ideas and the core thought of the quantum mechanics is ＂Wave -particle duality＂, Bohr＇ s Complementary principle, Uncertainty Principle and Causality relate to probability. Quantum mechanics has nothing to do with idealism and agnosticism, but it emphasizes logic substantial evidence, making researches into the microcosmic particles＇ behavior through the abstract science and idealization. Therefore, mechanics to human being＇ s progress and learning. Quantum it is discredited to extend the principles of quantum pedagogy, the result of the logical positivism and scientism, had a wrong interpretation of the principles of quantum mechanics, thinking that it is just our subjectivity that decides the world we have seen and the conclusion about the world with subjectivity is not unacceptable. That is why the quantum pedagogy holds the view that people＇ s knowledge is totally decided by the subjective world or the spiritual world and students can suddenly grow and develop even without any reason, any regularity or the accumulation based on the quantitative change. Obviously the concepts of quantum pedagogy are derived from the philosophies of Locke, Berkeley, Hume and Kant, thus falling into the idealism and agnosticism.