教育的“无场化”批判与主体性重构

Criticism of“Deplacification”in Education and Subjectivity Reconstruction

随着全球化、技术化和数字化对人的流动范围、频率和速度的影响,世界正迈入由“无场”构成的地理景观。“无场”不仅解构了教育的内在价值,而且将教育推向“抽象化”“同质化”和“商品化”的境遇。从认识论上看,教育的“无场化”是一种主体性困境,一种处理主体与客体、人类与世界以及自我与他者关系的观念失当。因此,解决教育“无场化”的关键在于颠覆传统的主体性重构,将自我、他人和世界共为主体,包括重构主体与客体的知识关系、重构人类与世界的生态关系以及重构自我与他者的伦理关系。

With globalization,technologization and digitalization improving humans'scope,frequency,and speed of flow,the world is stepping into a geographical landscape composed of“non-place”.“Non-place”not only deconstructs the intrinsic value of education,but also pushes education into the dilemma of“abstraction”“homogenization”and“commodification”.From the perspective of epistemology,the“deplacification”of education is a subjective dilemma and a misconception in dealing with the relationship between subject and object,human being and the world,and the self and the other.Therefore,the key to solving the problem of“deplacification”of education lies in the untraditional subjectivity reconstruction,and taking the self,the other and the world as the subject,including the reconstruction of the knowledge relationship between the subject and the object,the ecological relationship between human beings and the world,and the ethical relationship between the self and the other.