后人类时代教育学知识生产的范式转型与未来图景

Knowledge Production in Educational Research in the Post-Human Era:Paradigm Shifts and Future Prospects

识变、应变、聚变和求变是教育学知识生产始终肩负的时代变革使命与学科发展重任。在以去中心化为核心特征的赛博格式的后人类时代,虚实共生的数字化基建赋予教育学变革新动力,时空再构的模态化场景延展教育学事理新边界,扩容升维的异质化网络创生教育学迭代的新生态,共同勾勒出时代变迁中教育学发展的多重镜像。后人类时代教育学的知识生产蕴含学科层面的坚守边界与打破壁垒、学问层面的存量调整与增量变革、学人层面的各自为营与群智协同等三重内在张力,需要经由潜移默化、外部明示、交叉融合和循环创生等运行环节,实现个体实践的经验化与群体经验的社会化、隐性知识的外显化与显性知识的标识化、领域知识的学科化与学科知识的辐射化、全息表征的耦合化与范式转换的自觉化。组织开放度、学科融合度与体系贡献度是制约后人类时代教育学知识生产范式转型的关键尺度,呈现出从塔式科层走向集群众创、从知人之明走向自知之明、从本土行动走向国际视野的未来发展图景。

Educational research is to produce knowledge in response to changing times.In the cyborganic post-human era,which is characterized by decentralization,educational research is facing new challenges and opportunities,including the emerging digital infrastructure that creates a symbiosis between physical and virtual worlds,multimodal educational environment that facilitates space-time reconstruction,and more sophisticated heterogenous internet that empowers us to push the frontiers of knowledge.To produce knowledge via educational research in the post-human era,we need to move from disciplinarity to trans-disciplinarity,from independence to interdependence,from incremental changes to radical innovations.To be more specific,it is necessary for us,via a multi-step approach that includes subconscious internalization,external reinforcement,cross-fertilization and continuous growth:1)not only acquire knowledge from personal experiences,but also turn group experiences into social norms;2)not only promote the explicitation of tacit knowledge,but also enhance the markedness of explicit knowledge;3)not only organize field knowledge into specific academic disciplines,but also spread and transmit disciplinary knowledge wherever possible;4)not only improve overall integration but also implement paradigm shifts when necessary.Whether these paradigm shifts in the post-human era would be successful or not depends on the openness,trans-disciplinarity and significance of our educational research.Under the new paradigm,knowledge production in educational research will be mainly based on collective creativity rather than hierarchical structure,internal self-examination rather than external explorations,and global vision rather than local actions.