非肯定教育理论与芬兰教育——访埃博学术大学迈克尔·乌尔诺斯教授

Non-Affirmative Education Theory and Finnish Education——Interview with Professor Michael Uljens of?bo Akademi University

迈克尔·乌尔诺斯教授及其团队宣扬的非肯定教育理论超越了教育适应社会和教育改造社会这两种立场,认为知识并非固定不变的,教师要对现有的知识持批判态度,在充分理解、重组现有知识的基础上以非肯定的态度将其传递给学生。非肯定教育理论用非层级视角看待教育与社会的关系:教育既不凌驾于社会之上,也不从属于社会之下,而是在政治、经济、文化之间承担中介者的角色。在谈及芬兰教育成功的原因时,除了芬兰的历史以及优质的教师教育外,芬兰的教育领导也是关键原因之一,非肯定教育理论认为"课程制定即教育领导",芬兰国家教育委员会在各级教育机构之间承担了中介者的角色。

The non-affirmative education theory that Professor Michael Uljens and his team advocated goes beyond the two stances of education,which are that education should adapt to society and that education should reform the society.Uljens believes that knowledge is not fixed and that teachers should adopt a critical attitude towards knowledge,on the basis of fully understanding and reorganizing the existing knowledge and then teach students in a non-affirmative manner.Non-affirmative education theory views the relationship between education and society as a non-hierarchical one.Education is neither superior nor subordinate to society,but plays the role as a mediator between politics,economy,and culture.In addition to Finnish history and high-quality teacher education,when talking about the reasons for the success of Finnish education,Uljens states that Finnish educational leadership is also one of the critical reasons.Non-affirmative education theory believes that"curriculum work as educational leadership".The Finnish National Board of Education serves as a mediator among educational institutions at all levels.