“教学技术理性批判”的反思

Reflection on the Criticism of Technology Rationality in Instruction

教学技术理性批判有合理的地方,但也存在着片面和极端的问题。关于教学技术理性批判的误区主要在于:基于二元对立的思路,把教学领域内的价值理性与技术理性对立起来,看不到二者统一的可能性;忽略了技术理性的重要作用,离开技术理性去空谈价值理性;在对教学技术理性的认识上,前后逻辑不一致:在界定教学技术理性内涵时是出于自然科学和技术哲学的视角,然而对其批判,却又站在了社会学批判理论的立场;把某种具体的教学技术手段,或是教学设备当作技术理性加以批判。应当客观、辩证地看待教学技术理性,不能盲从于技术乐观主义或技术悲观主义。教学技术理性是教学的重要理论基础,失去教学价值理性规约的教学技术理性的确会使教学面临困境,但离开教学技术理性的支撑,教学价值理性的诉求只能是一种乌托邦。克服教学技术理性批判的误区在于发展统合教学价值理性和教学技术理性于一体的教学实践理性。

Some point views about ＂the criticism on technology rationality in instruction＂ are rea-sonable. But others are one - sided or extreme. The misconceptions about ＂the criticism on technol-ogy rationality in instruction＂ include： Dichotomous thinking about reason, with ＂technology ration-ality＂ at one extreme and ＂value rationality＂ at the other extreme; Ignoring the important function of technology rationality; Discordance in handling technology rationality： using the definition from natural science and technology philosophy but criticizing it from the standpoint of Sociology ; Mista-king certain technological method or some apparatus for technology rationality. Technology rationali- ty should be valued objectively. Without the support from technology rationality, the realization of value rationality is only a utopia.