解读康德建构主义思想的缘起、内涵及当代教育启示

Kant's Thoughts of Constructivism: Its Origin, Meaning and Inspiration to Today's Education

当前对于建构主义的很多片面理解与误读仍然在教育理论界和实践界普遍存在,这对开展有效的教育教学改革无疑产生了诸多影响和障碍。从德国古典哲学家康德的思想体系中去进行追本溯源式的挖掘是对建构主义思想形成更加深刻和正确理解的一个重要研究路径。康德的建构主义思想产生于经验主义向传统理性主义的挑战过程之中,并通过调和理性与经验而得以产生;其核心内涵体现在认识结构的确立、自由精神的彰显、理性认识的不可能性以及有价值知识的辨析等四个方面。康德的建构主义思想表明:建构主义应定位为认识论而非本体论;人不能超越自身的知识经验去建构知识,知识的建构是有方向性和标准性的;建构主义不是一种实践方法的标签,而是一种指向人的深层认识及其机制的理论解析,更是一种判断各种流变不居的教学实践方法的价值准绳。

Some misunderstandings about constructivism have been prevailing in today＇s educational research and practice, which definitely has negative effects on the reform of education and instruction. An important research approach to a better and deeper understanding of constrnctivism is to dig its origin from the ideology of German classic philosopher Emmanuel Kant. Kant＇s eonstructivism was formed by mediating reason and experience when the traditional rationalism was challenged by empiricism. Its core meaning lies in the establishment of the cognitive structure, the embodiment of spiritual freedom, the impossibility of rational cognition and the analysis of valuable knowledge. Kant＇s constructivism shows： that constructivism is epistemologica] rather than ontological; that people can not construct knowledge out of what is beyond their own experience; that knowledge construction is directional and standardized; and it is not a label of practical methods, but a theoretical analysis of human＇s deep cognition and its mechanism, as well as a yardstick for measuring the value of various practical methods of education.