“核心素养”的局限:兼论教育目标的古今之变

The Limits of “Core Competence”:On the Change of Educational Goals from Ancient to Present

"核心素养"这一词语缘起于职业教育、扩展至高等教育,新近成为教育政策的重要概念工具。文章指出该词的中英文意涵异同之后,引入文化研究中的关键词分析,梳理了教育古今之变中若干词语的出现、演变与流失:随着"人手"与"人力"的兴起,古典教育的"养心"与"养性"转变为现代教育的"养财";受教育权利虽普及,"受教育者"却减少;在"文化""教养"与"文明"被视为少数精英的特权后,教育机构与生计机构混淆。重提教育中的"训育",以警示"绩效"评估后可能导致的表演逻辑与表现主义;且以古典教育中的"完善""闲适"映衬现代教育强悍的能力建设与干枯空虚的心灵培育。

The concept Core Competence, originated from Vocational Education and gradually amplified in Higher Education, has lately become crucial concept tool of education policy. This paper illustrates the differences between Chinese and English meanings of the Core Competence, then makes an keyword analysis from cultural studies, differentiates the emergence, evolution and loss of several words in the change of education in ancient and modern. Three findings are listed below. Firstly, with the rise of ＂Workhand＂ and ＂Manpower＂, the ＂Nourishing Heart＂ and ＂Nurturing Nature＂ in classical education have changed into ＂Raising Money＂ in modern education. Secondly, the right to education is universal in modern society, however the number of ＂the educated＂ is in fact reduced. Thirdly, at the time ＂Culture＂, ＂Rearing＂ and ＂Civilization＂ were considered as the privilege of a few elites, educational institutions were confused with subsistence institutions/Livelihoods Institution. This paper reaffirms the concept ＂Discipline＂ in education, to warn the potential danger of performance logic and expressionism that accountability will bring along. Finally, author reflected the powerful capacity-building and empty spiritual cultivation in modern education, by comparing the classical education goals, such as Perfect, Leisure and so on.