摘要
教师实践智慧是价值理性、理论理性与实践理性的复合体,具有个体性与社会性相统一、内隐性与实践性相统一、动态性与稳定性相统一的特征。然而,在工具理性、技术官僚和功利主义的三重压迫之下,当下教师实践智慧却陷入了“熟知而非真知”的经验惯习、“精英话语霸权”下的教师失语和“集体无意识”的模仿积弊等困境。鉴于此,教师应培育独立人格,树立教育信仰;摆脱经验思维,加强实践反思;摒弃形式束缚,坚持批判创新,重塑独具特色的个体实践智慧。
Teachers’ practical wisdom is a complex of value rationality, theoretical rationality and practical rationality, which is characterized by the unity of individuality and sociality, the unity of implicitness and practicality, and the unity of dynamics and stability. However, under the triple oppression of instrumental rationality, technocrats and utilitarianism, the current teachers’ practical wisdom has fallen into such a dilemma as the experience habits of being “learned but not known”, teachers’ aphasia under “elite discourse hegemony” and the imitating disadvantage of “collective unconsciousness”. In view of this, teachers should cultivate independent personality, establish educational beliefs, get rid of experiential thinking and strengthen practice reflection;abandon the constraint of form, adhere to critical innovation and reshape individual practical wisdom with unique characteristics.
作者
高东辉
于洪波
GAO Donghui;YU Hongbo(Faculty of Education,Shandong Normal University,Jinan Shandong,250014)
出处
《现代基础教育研究》
2019年第2期74-79,共6页
Research on Modern Basic Education
关键词
教师
实践智慧
迷失
重塑
teachers
practical wisdom
lost
reshaped