从杜威的实用主义知识论看教师的实践性知识

On Teachers' Practical Knowledge:From Dewey's Pragmatist View of Theories of Knowledge

教师实践性知识的"知识"地位一直是一个颇具争议的问题。杜威的实用主义知识论在理论层面为教师实践性知识的"合理合法性"提供了支持。这种知识论视角超越了传统的心灵—世界二元知识论框架,在人类行动范畴中看知识,揭示了人类是不断变化的世界的参与者,而不是独立于意识之外的世界的旁观者。这种知识论认为知识源自探究,由认知性经验而获得,是关于行动及其导致的结果之间关系的知识,体现在教师身上是有关教育教学行动及其带来的结果之间的关系的"实践性知识",具有引导未来行动的功能。杜威关于知识的工具性观点,还在一定程度上化解了教师的理论性知识与实践性知识孰高孰低之争,因为二者都来自经验,并最终服务于实践,这也使得教师的"知性主动性"显得尤为重要。

The epistemological status of teachers＇ practical knowledge has been a debatable topic for a long time. Dewey＇s pragmatist view of theories of knowledge can be a theoretical basis of the justification of epistemological type of teachers＇ practical knowledge. His view of knowledge goes beyond the traditional mind-world dualistic scheme, and understands knowledge in the category of human action, revealing that human beings are participants of a world of ongoing changes, rather than spectators of the world ＂out there＂. This view holds that knowledge is originated from human inquiry occurred in one＇s transaction with his environment, is acquired through one＇s cognitive experience and is about the relationship between one＇s action and its consequences. It is relevant to teachers＇ practical knowledge in the sense that it can explain the relationship between teachers＇ educational action and its consequences, with a function of guiding their future practice. Dewey＇s instrumental view of knowledge also collapses the debate on the superiority between theoretical knowledge and practical knowledge, as both are originated from teachers＇ experience and serve teaching practices, which makes the role of teachers＇ ＂intellectual initiative＂ stand out.