数字化社会的知识“面相”与教育应对

The“Face”of Knowledge in the Digital Society and Educational Responses

“什么是知识”是一个非常复杂的问题。常见的回答主要从信念、经验与信息等角度理解知识,不同“知识型”既内隐知识变迁的社会逻辑,也与技术有着密切关联。受制于哲学—技艺的二元结构,古典社会的知识既具较强的本体论色彩,也有高度的个人性;伴随知识理性向技术理性的转变,工业社会的知识被打上了浓厚的方法论与技术性烙印。进入数字化社会,随着“知识生命周期”的不断缩短与现代技术的全面介入,知识愈加明显地表现出“碎片化”“资本化”与“娱乐化”倾向,即知识不断分散、粒度越小但形式越多,非系统性等特征与日突出;知识的市场价值逐渐增强,人们越来越强调其预付价值性;受大众娱乐性心理推动,知识产品中的娱乐元素不断涌入。这不仅意味着知识本身的“信任危机”,也对作为典型知识世界的教育世界提出了严峻挑战。因应于此,今日教育可循重构知识的整体性、强化知识的贡献性与重建知识的严肃性等路径予以回应。现代技术之于知识的“药理学”效应正在加速放大,亟须以批判性的方式打开面向知识与教育的更多可能。

The question of“what is knowledge”is a very complex one,and the common answers are mainly in terms of beliefs,experiences and information,etc.The different“knowledge types”both connote the social logic of knowledge change and are closely related to technology.Due to the dual structure of philosophy and technology,knowledge in classical societies was both strongly ontological and highly personal;along with the transformation of intellectual rationality to technological rationality,knowledge in industrial societies was strongly branded with methodology and technology.In the digital society,with the shortening of“knowledge life cycle”and the comprehensive intervention of modern technology,knowledge has more and more obviously shown the tendency of“fragmentation”,“capitalization”and“entertainment”.This not only implies a“crisis of trust”in knowledge itself,but also poses a serious challenge to the world of education as a typical knowledge world.In response,today s education can respond by reconstructing the wholeness of knowledge,strengthening the contribution of knowledge,and rebuilding the seriousness of knowledge.The“pharmacological”effect of modern technology on knowledge is being amplified at an accelerated rate,and it is urgent to open up more possibilities for knowledge and education in a critical way.