重新理解学习:社会、技术与成人学习者——基于社会物质路径的思考

Reconceptualizing Learning: Society, Technology, and Adult Learners:Based on Thinking of a Social-Material Approach

随着科学技术的发展,研究者逐渐认识到成人学习中的科学技术因素,逐步从社会、技术、物质角度对成人学习进行新的审视,发展出一种新的研究取向——社会物质路径。该路径主要基于活动理论、行动者网络理论和复杂理论,重点从技术—物质的视角来重新认识成人学习和成人日常生活,关注于工作场所学习、专业学习、专业化与专业发展等,研究对象多是成年人或者专业人员。社会物质路径以一种全息和有机的视角,将成人学习视作一个整体,包括了知识的生产与强化、学习者的主体性、人工制品的意义和流动性等。在社会物质路径下,成人学习具有复杂性、不确定性和物质性;成人学习成为基于多重网络互动的异质性集合,是复杂的不确定性的日常生活活动。从社会物质视角而言,成人学习相关的研究课题,如,专业学习与专业化发展研究、学习型社会研究、成人学习与技术研究,也将会产生新的研究视角和研究领域。

With the development of science and technology, researchers start to explore technology factor in adult learning,and formulate a new approach to analyze adult learning from the perspective of society, technology, and materiality. This new approach is social-material approach, which is based on CHAT（cultural history activity theory）, actor network theory, and complexity theory. Social-material approach in researching adult learning concentrates on re-discovering adult learning and adults ’ everyday life, focusing on workplace learning, professional learning, professionalization and professional development, while the target group are adults or professionals. Social-material perspective applies an organic and holistic theoretical framing, which considers adult learning as a whole process, including knowledge production and reunification, learners’ subjectivity, the meaning of artefacts, the float artefact, etc. Therefore, adult learning is a complex and uncertain everyday activity that is reassembling through heterogeneous networks. With this perspective, new topics would emerge in researches on professional learning and professionalization, learning society, adult learners and technology in society.