对“问题解决”的再问题化:美国STEM教育改革中的“危机幻象术”

Can Problem-Solving Be Problematized: Performative Phantasmagrams of Crisis in US STEM Education Reform

课程史考察的是一种缠绕于知识组织方式之中的历史实践,而非过去的课程。本文采用"操演性"历史编纂学来重新问题化美国STEM教育中对"情境"和"问题"的想象方式。本文首先介绍后人类主义科学和技术研究中的"操演理论"和墨菲提出的"幻象术"概念,以解释使配置时空和稳定想象的装置得以产生的"概念-物质-情感"条件。其次,本文讨论"真实生活情境"是如何在战时和战后通过美国的军事和科学实验被发明出来并取代了其原有的生产条件。随后,本文探索明茨的恐慌行为实验和"地球飞船运动",以研究"危机幻象术"在20世纪50-70年代是如何通过微观和宏观层面科学地模拟集体问题解决而构成的。最后,本文介绍这种"危机幻象术"如何激活了预见性课程和问题解决教学法以使美国学生在20世纪80年代及之后为全球生存做好准备。

Curriculum history is less about looking at the past curriculum than the historical practices that are entangled in the ways that knowledge is organized. This article problematizes the ways "situations" and "problems" embodied in American STEM education are imagined through a performative historiography. This article begins with introducing post-humanist science and technology studies of performativity and Murphy’s concepts "phantasmagram" to accounting for the conceptual-material-affective conditions of apparatuses that configure spacetime and stabilize phenomena. Then, it discusses how the "real-life situation" was invented through US military and scientific experiments that substituted it for the condition of its production during the war and post-war era. Following that, it explores Mintz’ experiment of panic behavior and Spaceship Earth Movement to examine how the phantasma of crisis was co-constituted with the scientific simulation of collective problem-solving at both micro and macro scales during the 1950 s-1970 s. Lastly, it introduces how this phantasmagram of crisis animated the anticipatory curriculum and the pedagogy of problem-solving to prepare American students for global survival in and after the 1980 s.