“无知”与缄默知识在教育中的挑战--基于图像、表演和身体的视角

The Challenge of Unknowing and Silent Knowledge in Education——Based on the Perspective of Icon,Perform and Material

"无知",在人类学、哲学和文化研究中承担着重要角色。这里所讲的无知,不是消极意义上的,而是被看作是知识的一个基本构成性条件。苏格拉底在他生命将尽时说自己近乎无知,他认识到了人类最高形态的知识就在于"无知"。在历史人类学中,我们也注意到并去理解这一认识,同时也遵循着赫尔穆特·佩里斯纳(Helmuth Plessner)提出的"人类当被理解为‘隐匿的人’"这一假设,而"隐匿的人"这个概念本身也是无法被完全识别的。人文学科关注知识的有限性及缄默知识的重要作用,在20世纪最后25年"语言转向"的背景下,出现了几种"转向"。本研究的兴趣即在于探究被描述为"图像转向""表演转向"和"身体转向"的缄默知识在一些关键领域中起到的重要作用。

“Unknowing”plays an important role in anthropology,philosophy and cultural studies.Here“unknowing”is not considered negative,but is deemed a constitutive condition of knowledge.At the end of his life,Socrates said that he virtually knew nothing,and realized that the highest form of human knowledge lies in“unknowing”.In historical anthropology,we have picked up on this insight and understanding,and followed Helmuth Plessner’s assume that the human being must be understood as“homo absconditus”,which itself is never completely recognizable.Following the“linguistic turn”in the final quarter of the 20th century,there have been several“turns”in the cultural sciences(humanities),in which dealing with the limits of knowledge and the tacit knowledge play the important role.I am interested in the role of silent knowledge in the key areas described as“iconic”,“perform”and“material”turn.