摘要
埃德加·莫兰的复杂性思想从自组织的演化过程阐释了自主的特征,即物理自组织的自发、生物自组织的自为、人类自组织的自觉,并依托自组织的演进过程揭示出自主的超越特性。根据学习生活的特殊性,学生自主包涵两个层面,其一是利用文化对自然环境及自身生物性的超越,即形成改造自然和适应社会的能力。其二是对文化自身的超越,即形成根据内发的敏感性建构学习生活中文化的状态。与促进学生文化自主相比,教育在促进学生实现超越自然和生物性的自主中发挥了更为积极的作用。
: Edgar Morin's complexity theory explains the characteristics of autonomy by evolution of self - organizing, namely spontaneity of physical self - organizing, self - making of biological self - organizing, consciousness of human self - organizing, and reveals transcendence of autonomy. Accord- ing to the particularity of the learning life, students' autonomy has two aspects. The first one is to transcend the natural environment and biological re- straint by learning culture, namely forming the ability of transforming nature and adapting to society. The second one is to transcend the culture itself, namely forming the state of constructing culture in learning life by sensitivity. Compared with the promotion to students' cultural autonomy, education plays a more active role in promoting students to achieve the autonomy of transcending the natural and biological restraint.
出处
《基础教育》
2013年第6期12-17,78,共7页
Journal of Schooling Studies
基金
2012年广西研究生创新计划项目(项目编号:YCSW2012040)研究成果之一