“工具化理论”视阈下的职业教育发展

Criticism of Instrumentalism of Technologyand Development of Vocational Education

工具化理论由加拿大技术哲学家芬伯格提出,包括初级工具化与次级工具化两部分。初级工具化主要关注技术的自然属性及其功能的实现,其对技术的解释集中在工具与手段层面。次级工具化则主要聚焦技术的社会属性及其与人的相互建构,是对初级工具化的批判与超越。长期以来,职业教育的发展受到"初级工具化"的内在影响与支配,导致课程模式的去情境化、技术伦理教育与技术美学教育的缺失、职业教育与生活世界的割裂、技术创新教育不足等问题。依据次级工具化理论,职业教育应超越初级工具化的消极影响并遵从以下发展方向:开发系统化的职业教育课程模式、实施技术伦理与技术美学教育、打通技术世界与生活世界、开展技术创新教育。

Feenberg＇s theory of Technology Tools provides an overall framework to understand technology, including two parts of primary tools theory and secondary tools theory. Primary tools theory focuses mainly on the natural attributes of technology and its function implementation, which explains technology at the level of tools and means. Seeondary tools theory focuses mainly on the social attributes of technology and mutual construction of human and technology, which criticizes primary tools theory. The development of vocational education is affected internally by instrumentalism of technology. The main problems are as follows from the perspective of primary tools theory： getting rid of contextualization of eurrieulum mode, lack of technology ethics education and aesthetic education, fracture between vocational education and the life world, and lack of technological innovation education. Based on the secondary tools theory, the development of vocational education should follow such ways as developing the systematic curriculum mode of vocational education, implementing technology ethies and aesthetics education, getting though technology world and life world, and carrying out technological innovation education.