意识与课程能力：虚拟的还是具身的经验

Consciousness and Curriculum Ability: Virtual or Embodied Experiences?

课程通过智慧史能帮助人们历史地理解所处的现实,其所产生的教育经验发生于人与人之间,这种具身的经验能增强人们重构现实和自我的能力。为此,应意识到教育的标准化、技术化和虚拟化对教育经验造成的工具化危害,积极探索我们的意识如何同我们的经验相互交融。如应体察到工具化的教育经验,如目标-结果模式不但本身具有脆弱性,而且也抹杀了非预期教育经验的重要价值;应看到技术的进步理性具有不可克服的自相矛盾之处,认识到虚拟技术对人类丰富的、他异的、原生的情境中学习的机会和能力,从而保持警醒的态度。在主体的具身相遇和复杂对话之中,打破标准化和一致性的愚弄,回归真实的、具身的教育经验,关注主体的在场及其在情感和智慧中的互动参与,重申主体性的重要性以及对世界的开放性,这是推动人类与世界打破束缚、丰富发展的重要路径。

Curriculum as the history of intelligence help people historically understand the reality they live in. Educational experiences have been generated during the interactions among people, and these kind of embodied experiences enhance people＇s ability to reconstruct the reality and themselves. We need to realize that the standardization, the technicalization, and the virtualization of education have been deconstructing educational experiences into instruments, and distorting the way our consciousness interact with our experiences. We also need to understand that the instrumentalized educational experiences such as ＂goal-result＂ mode are not only innately fragile, but also annihilative to the value of unexpected educational experiences. Also, there are irreconcilable conflicts inside the logic of technical reason that the virtual technology is deficientin providing the opportunity for people to fully develop their ability to learn in complex, diverse and original contexts. The way to break the barriers and promote the complicated development of mankind and the world is to keep vigilant;to shake off the fallaciousness of standardization and unity through personal contact and comprehensive communication among subjects; to return to the realistic, embodied educational experiences; to pay attention to the presence of subjects and their emotional and intellectual interactions; and to reaffirm the priority of subjects and the impotence of openness to the world.