通识教育的公共性与本科公共课的深度定位

The Commonality of General Education and the Position Logic of Undergraduate Public Courses

通识教育的公共性可从现代教育变革高度涵摄公共课.进而为本科教育提供深度定位。与专业教育系科分化性相比,公共性是通识教育最为根本的特性,它体现着公共课一本科一大学三者深度的基础性关联。这意味着公共课不仅支撑着本科教育,而且维系着大学教育的基本功能。现当代兴起的通识教育并不是与专业对立的特殊类型的公共课教学,而是立足反思与整合专业分科教育、重建本科教育乃至大学教育的公共性教育。公共性不仅指各专业公共的工具技能教育,也是跨专业交叉融合诞生新专业的学术整体系统性.其最普遍的“通”指向的不仅是可跨专业迁移创新的元认知结构,而且是价值规范专业知识的知意情融通的人格主体。这一目标已融入大学教育核心而涵盖了全部专业与全部受教育者。

The commonality of general education could function as the dominant principle over public courses from the perspective of modern education reform, and thus provide position logic for undergraduate education. Compared to the divisional professional education, commonality is the most fundamental feature of general education, which embodies the essential inter-relatedness of “public class”-“ undergraduate”-“university” schema. It means that public classes are not only the support of undergraduate education but also the safeguard of university basic function. Modern general education is not a special type of public course contrary to professional ones, but a whole set of public education that remolds undergraduate and even college education by reflecting and integrating specialized sub-disciplines. Commonality refers not only to the common skills of all majors, but also to the overall academic system of cross-professional integration from which new majors are born. It aims not only to the formation of innovative meta-cognitive structure transferable across professions, but also to the personhood of cognition, will and affection. This goal has been integrated into the core of college education, covering all majors and all educated.