重塑人文主义的课程创生:吉尔的课程理论探析

Curriculum Enactment for Reconstructing Humanism:On Gill’s Curriculum Theory

随着人工智能时代的来临,教育对于"重申人文主义"的呼声愈发强烈,需要探索实现人文主义的教育方法和路径。新人文主义教育观试图从时间和空间两大维度入手,重新思考人类生活和教育的核心议题。吉尔对前人的相关理论进行了继承与反思,提出了以超角色存在关系为特征的关系空间论,以及同时性假象所造成的多重时间观;明确以时间维度为锚定主轴,建构了包括引导时间、小组情绪时间、认知发展时间、独立项目时间、专项学习时间、通识时间和探索时间的七个模块的课程设计和创生路径,并将多重关系空间的碰撞与建构交织到七大模块中去,以建设具有当代意义的、促进个人幸福和社会福祉的人文主义教育实践。

With the arriving of AI Era, humanism is relocated as the focus in education. It is time to exploring the pathway of enacting humanistic education. By analyzing the Scherto Gill’s curriculum enactment agenda, this paper pointed out the innovative factors of her humanistic education, which is to situate the curriculum through the dimensions of time and space, especially time. She developed a curriculum structure consisted by direction time, group emotional time, cognitive development time, individual project time,specialist subject time, general knowledge time, and exploration time, to provide anchors for students’ personal development and relation building in multiple layer space. Through these time, space, the relationships building, students are nurtured and educated for happiness both in personal development and in community life, so that a humanist education for temporary world could be achieved.