开放中的封闭:无界学习的教育危机

Closure in Openness:the Education Crisis of Borderless Learning

本文辨析了“学习者中心”“教育的学习化”“转向学习结果”等教育政策的价值,追溯了自由选择、基于结果的学习、跨学科、能力与潜能等教学改革的制度背景。文章主体为四重叙事:技术所欲实现的“去学校化”努力,政治维度上的“学习者中心”形为解放话语、实则强制逻辑,经济维度上从适应外部工作需要到自主迁移,能力不得不潜能化甚至绩效化,相应教学内容空洞化,教育削弱了知识权威却获得了跨越边界的流通信用,最终,伊利奇所批判的制度铁笼蜕变为一袭贴身且更严苛的战袍,走向开放的学习却止于封闭。本文以此洞悉全球新自由主义政治经济话语中,政治、经济、技术与教育的复杂关系,并探及教育解决政治经济难以解决的麻烦的困难与可能。

This paper identifies the value of educational policies including"student-centered learning","the learnification of education"and“the shift to learning outcomes",and traces the institutional contexts of the education-al reform including free choice,outcome-based learning,interdisciplinarity,and competence and potential.The main body of the article is a fourfold narrative:the"deschooling"efforts that technology wants to achieve;the political dimension of"student-centeredness"as a discourse of emancipation but in fact as a logic of coercion;in the economic dimension,from adaptation to the needs of external work to autonomous migration,competence has to be potentialized and assessed based on performance,the corresponding teaching contents have been hollowed out,therefore,education has weakened the authority of knowledge while gaining credit for circulation across borders;ultimately,the institutional iron cage criticized by Illich has metamorphosed into a snug and more rigorous body armor,and learning towards openness has stopped at closure.This paper provides an insight into the complex relationship between politics,economics,technology and education in the global neoliberal political and economic dis-course,and explores the difficulties and possibilities of education in solving the intractable political and economic issues.