“知识”及其把握方式再论——缘于对认知心理学之理论困境的思考

On "Knowledge" and Its Ways of Understanding:From Theoretical Plight of Cognitive Psychology

认知心理学的"知识"概念源自与信息论的简单类比,时至今日依然将机器的"认识"与人的认识相混淆,由此造成理论内部的严重矛盾及其指导下的教育的困惑和焦虑。系统梳理后发现,哲学思考方式的缺失是认知心理学理论困境的主要原因。文章认为,知识本质的把握,必须始于哲学层面对人的认识之最核心、最根本机制的追问,在此基础上各层面、角度相互促进、循环迭代,这才是可避免矛盾的知识本质把握的合理路径。据此,皮亚杰发生认识论的哲学内涵提供了关于"知识"更加丰富的解读:知识是但不简单是有组织的信息,它本身便蕴含了其赖以生成的逻辑(动作)并携带与其共生的肯定、认同意味的情感。

The concept of "knowledge" in cognitive psychology originates from a simple analogy with information theory, and even today, the "cognition" of machine is still confused with that of human being, resulting in the serious contradiction within the theory and educational confusion and anxiety. Through systematic combing, it is found that the lack of philosophical thinking is the main cause for the theoretical plight of cognitive psychology. This paper holds that the understanding of the essence of knowledge must start from the inquiry of the most basic and fundamental mechanism of human cognition at the philosophical level, and then all levels promote each other and iterate in cycle, which is the reasonable way to grasp the essence of knowledge without contradiction. Accordingly, the philosophical connotation of Piaget's epistemology provides a richer interpretation of "knowledge": knowledge is but not just organized information, and it contains the logic (action) on which it is generated and carries with it the feeling of affirmation and identification.