US伙伴协作中的隔阂与差异

The Divergence and Estrangement in University & School Partnership Cooperation

作为不同类型实践之间差异与碰撞的表征,隔阂的持续存在并非否定伙伴协作所追求的贯通功能,而是恰好印证了沟通交流的重要价值。立场与态度的差别可以归结为社会劳动分工的附属产品,它既是一种场域所规定了的"文化规则",也是人们的生活策略。常识、解释框架和意向性结构的差异以及视角转换,挑战既定的思维习惯,提供变革的契机,又隐含着交往的障碍,潜藏着抑制对话的种种可能。伙伴协作无法挑战并撼动学校日常生活背后的互动协作体系,但它注定又是目前最有可能撬动整个互动体系的互动形式。时间位差可以证明伙伴协作对双方经验互补的内在合理性,是对自身时间缺憾的弥补与完善,寓含着人类对时间完整感的不懈追求。但这种协作又无法逾越自然设定的时间界限,只能铭刻于有限的时间片断之上。

As the representation of divergences and collisions in different kinds of practices, it is not to deny the combination function in partnership cooperation, but to prove the important value of communication for persistent existence of estrangement. The different standpoints and attitudes can be regarded as the extra product of social division of labor, which are not only kinds of cultural rules in some fields, but also some tactics for life. Common sense, framework for interpretation, and structure variation and perspective changes challenge the current mind set, offer opportunity of transforming, and indicate obstacles in communication and possibilities of conversation inhibition. Though it cannot challenge the interactive collaboration system behind school daily life, partnership cooperation is bound to be the most possible interaction to shake the total system presently. Temporal potential difference testifies the inner rationality of experience complementation, and it is a remedy for self-dissatisfaction with shortage of time. This kind of partnership cooperation cannot transcend natural limitation of time, though it implies the unremitting pursuit of sense of whole time for humanity.