超越构成整体论:一种审视乡村教师专业发展取向的哲学新视域

Beyond Constitutive Holism:A New Philosophical Reflections on Change in Rural Teachers’ Professional Development Orientation

中国长期以来奉行城市化的乡村教师专业发展取向。城市化专业发展取向的哲学依据是构成整体论。囿于构成整体论的方法论缺陷,这一专业发展取向既忽视了乡村教师的专业发展与其周遭生存场域之间的关联,也忽视了乡村教师的主体性因素之于专业发展的价值。生成整体论视域下的乡村教师专业发展呈现乡土化取向,其在专业发展目标方面具有生成性、在专业发展内容方面具有整体性、在专业发展方式方面具有历史积累性,这无疑超越了城市化的乡村教师专业发展取向。但由于乡村教师专业发展所具有的构成性特征,决定了我们应该站在生成整体论的哲学视域,构建一种“和而不同”的乡村教师专业发展新取向。

China has pursued an urbanized professional development orientation for rural teachers. The philosophical basis of is constitutive holism. Due to the methodological defects of constitutive holism,rural teachers have fallen into the misconception of blindly imitating urban teachers in their professional development. This professional development orientation ignores the relationship between rural teachers’ professional development and the field of survival and the role of rural teachers’ subjective factors in their professional development. The ruralized professional development orientation of rural teachers from the perspective of generative holism is superior to the urbanized professional development orientation of rural teachers from the perspective of constitutive holism. Specifically,the former is characterized by advocating countryside affection in terms of professional development goals,attaching importance to wholeness in terms of professional development content,and relying on the internal impetus of rural teachers in terms of professional development methods. Therefore,the ruralized professional development orientation of rural teachers surpasses the urbanized professional development orientation of rural teachers. However,due to the rationality of the urbanized professional development orientation of rural teachers,it cannot be replaced completely by its counterpart. This requires us to adhere to the principle of integrating constitutive holism and generative holism and construct a new professional development orientation featured with“harmony in diversity”for rural teachers.