大学个人知识:超越“高深学问”的学习向度

University Personal Knowledge: Beyond the Dimension of “Advanced Learning”

人们对大学的社会认知把"高深学问"看成是大学的天然属性。随着知识的演化与高等教育普及化进程加快,大学"高深学问"课程体系面临质量危机,寻求基于"高深学问"的"个人知识"建构是课程改革的路径选择。在一般知识论中,个人知识被理解为主体在认识实践中将个人观念、价值取向以及实际需要投射于知识之中,并寻求自身的解放;在意会认知理论中,个人知识只是对科学知识性质的一种表达,强调知识的个人性、意会性和信念性;在社会行动理论中,个人知识是个人所掌握的分散的、在行动中生成于特殊情势下的知识。学生个人知识建构,包括主体解放的旨趣、意会认知的方法和行动学习的过程。旨在建构"大学个人知识"的学习向度,需推动学生成为自我探险者、建构学习共同体、服务学生的行动学习。

People regard "advanced knowledge" as the natural attribute of universities in their social cognition. With the evolution of knowledge and the acceleration of popularization of higher education, the curriculum system of "advanced knowledge" in universities is facing a quality crisis. Seeking the construction of "personal knowledge" based on "advanced knowledge" is the way of curriculum reform. In general epistemology, personal knowledge is understood as the subject’s projection of personal ideas, values and practical needs into knowledge in cognitive practice and the seeking of his/her own liberation. In conscious cognitive theory, personal knowledge is only an expression of the nature of scientific knowledge, emphasizing the individuality, comprehensiveness and credibility of knowledge. In the theory of social action, personal knowledge is the scattered knowledge that individual grasps and generates in action under special circumstances. The construction of students’ personal knowledge includes the purpose of emancipating the subject, the method of understanding and the process of action learning. In order to construct "university personal knowledge", we should promote students to become self-explorers, build learning communities and serve students’ action learning.