无教学不足以成课程:美感认知理论的观点

No Curriculum Without Teaching and Learning:A Perspective of Aesthetic Knowing Theory

美感认识理论的基本论点是:人的认知活动除了逻辑思考,还包含感官知觉和情感的作用。不同的感官知觉让人藉着不同的途径由外界获得信息,细致分辨其中的特质,让人有真切的认识。基于感官知觉所发展出来的表征形式,更让人藉以将自己的知识公开化,参与社会与文化的建构。当知觉与知识相互结合,人还能发展出直觉的能力,让我们藉着"有信息基础的猜测",迅速掌握整体情境特质。学校课程若要改变孩子的心智能力,则应提供孩子通过多重表征形式去理解与建构意义的经验。如此具有美感体验的课程无法事先完全规划,而必须由教与学的历程经验来完成,所以,由美感认识理论来看,课程根本是在教学中形成的,无教学不足以成课程。

The key point of the theory Of aesthetic knowing is that human＇s cognition involves the function of perception and emotion in addition to reasoning. By means of a variety of senses, we catch data of the world, distinguish the qualities in environment, and achieve in-depth understandings. Forms of representation developed based on senses become the ways for people to make their knowledge public and participate in construction of culture. By intuition which is constituted of sensory perception and knowledge, we are able to grasp the gestalt quality based on informed guesses. As a mind-alter device, school curriculum is supposed to offer students the experience to understand and construct meanings through multi forms of representation. This kind of curriculum formed by aesthetic experience can＇t be planned completely beforehand, but is fulfilled by the interaction between teacher and students. Therefore, on the standpoint of aesthetic knowing theory, curriculum must be formed in the process of teaching. There is no curriculum without teaching and learning.