学校时间的育人困境及其突破

The Educational Dilemma of School Time and Its Breakthrough

时间是一种需要变革的教育观念,它既通过节奏和秩序构成了学校教育实践的形式,又以此赋予学校教育的价值和意义。由于时间对实践的构成性作用,传统教育的时间框架无法支持新的教育尝试,新一轮的教育改革需要建基于一个新的学校时间结构上。学校时间结构变革的出发点在于厘清当前学校时间的育人困境,并理解其与当下教育改革的逻辑冲突。当前学校中的时间以工业时间框架为基准,以时间饥荒文化为特征,呈现出匮乏、冲突和控制等景象。这是一种基于功利主义和工具理性取向的学校时间结构,它剥夺了学生自主成长和自由发展的机会,并给师生带来身心的双重负担。由此,当前的学校时间结构与当前的教育改革形成了根本的逻辑冲突,学校时间改革需要由“管理人”的时间转向为“教育人”的时间。此时,一种低欲望、弱控制力、强包容性的学校时间结构值得尝试。

Time is an educational concept that needs to be transformed. It not only constitutes the form of school educational practice through rhythm and order, but also endows school education with value and significance. Due to the constitutive effect of time on practice, the time frame of traditional education cannot support new educational attempts. A new round of educational reform needs to be based on a new school time structure. The starting point of the reform of school time structure is to clarify the current educational dilemma of school time and understand its logical conflict with the current educational reform. At present, the time in school is based on the industrial time frame and characterized by the culture of time famine, presenting a scene of scarcity, conflict and control. It is a school time structure based on utilitarianism and the orientation of instrumental rationality. It deprives students of the opportunity of independent growth and free development, and brings a double burden to teachers and students. Therefore, the current school time structure forms a fundamental logical conflict with the current education reform. The reform of school time is bound to shift from managing people to educating people. At this point, the school time structure with low desire, weak control and strong inclusiveness is worth trying.