职业与教育的契合:基于时间结构的共鸣

The Occupation-Education Fit:Resonance Based on Temporal Structures

时间作为一种变量,其与职业和教育始终存在着共时性的关联,尤其是基于时间结构的职业与教育的关系,成为当代职业教育研究的一个新领域。既往对职业与教育关系的研究,都是从两者相互适应的角度展开的,亦即从职业需求与教育供给的匹配关系予以解读。其关注的重点,是企图通过在职业中和经由职业来设计获得职业教育的可能性条件,使职业学习的现实与教育主张的理想相接近。职业教育学理论意欲的实践,是以面向职业的学习的既定真实条件为一方,与职业教育理论的主体化承诺为另一方,达成两者的成功契合。但是,倘若能将职业与教育所共存的时间结构联系起来,即在遵循同样的时代“加速”机制下重构两者的关系,实现主体的时代身份与其从事的职业和接受的教育在时间结构上的契合,产生共鸣,以使两者均能以自己的方式互补地促进人的主体化。德国学者对时间结构以及在此基础上关于职业与教育的关系研究,为职业教育学研究开拓了一片新天地。

Time as a variable has always been co-temporally related to occupation and education,and in particular the relationship between occupation and education based on the structure of time has become a new area of contemporary research in vocational education.Previous studies on the relationship between occupation and education have been conducted from the perspective of their mutual adaptation,i.e.from the matching relationship between occupational demand and educational supply.The focus has been on attempting to design the conditions of possibility for vocational education in and through occupations,so that the reality of vocational learning can be brought closer to the ideals espoused by education.Vocational pedagogy theory intends to practice a successful match between the established real conditions of occupation-oriented learning on the one hand,and the subjective commitments of vocational education theory on the other.However,if the temporal structures in which occupation and education coexist can be linked,i.e.reconstructed in a way that follows the same“acceleration”mechanisms of the times,the temporal structures of the subject’s identity and the occupation he or she is engaged in and the education he or she receives can resonate,so that both can contribute in their own way and in a complementary way to the subjectification.German scholars’research on the temporal structure and on the relationship between occupation and education on this basis has opened up a new horizon for the study of vocational pedagogy.