知识教育中图像的表征与隐喻

Image Representation and Metaphor on Knowledge Education

在信息技术时代,图像及其内蕴的认知逻辑成为知识教育的本体性要素。图像不仅关涉一般意义上的“见”“视”与“知”之间的浅层联系,而且关涉复杂隐喻与“知”之间的多重意义。视觉与图像的各式信息化融合,在显性层面为个体提供更为丰富的认知现实世界、获得求知通路、澄明知识标识、重塑求知伦理的可能,在隐性层面向个体揭示知识与意义之间的内在关联。图像隐喻的内核性、多义性和动态性要求具体的知识教育实践不仅关照价值导引、认知交互和知识型塑,而且观照视觉符号生产者的意图,视觉共融中主体性生成,潜隐于知识传递的权力规训和失真后悖离个体原初性认知等情形。对于求知个体而言,则需要保持“眼界”的澄明,从识读、审美、思辨与应用等多重维度提升对图像表征与隐喻的理解能力,摆脱诸多图像分析窠臼所导致的局限,形成完备的求知智性。

In the age of information technology,image and its inherent cognitive logic become the ontological elements of knowledge education.The image not only concerns the superficial connection between"seeing"and"knowing"in the general sense,but also concerns the multiple logics between complex metaphors and"knowing".The integration of visual and image information provides individuals with more abundant cognition of the real world,access to knowledge,clarity of knowledge identification and the possibility of reshaping knowledge ethics at the explicit level.It reveals to the individual many internal connections between knowledge and meaning at the implicit level.The kernel,ambiguity and dynamic nature of image metaphors require specific knowledge education practices to not only pay attention to value guidance,cognitive interaction and knowledge shaping,but also to the intention of visual symbol producers,the generation of subjectivity in visual integration,the power discipline of knowledge transmission and the distortion of individual original cognition.For individuals seeking knowledge,they need to keep their"vision"clear,improve their ability to understand image representation and metaphor from multiple dimensions such as reading,aesthetics,speculation and application,get rid of the limitations caused by many image analysis patterns,and form a complete intellectual curiosity to seek knowledge.