“回到事物本身”——关于教育研究中地方知识的辨析

"Back to the Thing Itself"——Discrimination and Analysis of Local Knowledge in Educational Research

当前,教育学界关于地方知识的讨论存在“内容理解简单化”“合理性论证普世化”以及“价值取向工具化”三种倾向,其根源在于缺乏对“地方知识”这一“概念本身”的充分理解。为此,要“回到事物本身”,即对地方知识进行其原学科的解读,探明其产生的阐释人类学脉络,明确其对于不同文化体系的特殊性和平等性的强调。在此基础上,正视地方知识的复杂性与动态性、共同性与差异性,挖掘地方知识的教育价值,从而更好地将地方知识教育学化,为当今普遍知识教育进行具有文化相对主义关怀的补充,以进一步培育学生更为全面和正确的思维方式。

At present,there are three tendencies in the discussion of local knowledge in education circles:simplistic understanding of content,universalization of rational arguments,and instrumentalization of value orientation,which have their roots in what is lacking is an adequate understanding of the concept of“local knowledge”.Therefore,it is necessary to“back to the thing itself”,that is to say,to interpret local knowledge in its original discipline,to explore the interpretive anthropological lineage of its production,and to clarify its emphasis on the particularity and equality of different cultural systems.On this basis,we should face up to the complexity and dynamics of local knowledge,excavate the educational value of local knowledge,so that local knowledge can be better educated and complemented with a cultural relativist approach to today's universal knowledge education,in order to further develop a more comprehensive and correct way of thinking in students.