比斯塔主体性教育思想的贡献与不足

Contributions and Shortcomings of Gert Bista's Subjective Education Thought

主体性在比斯塔教育理论中占据核心地位,是其教育思想的境脉,也是其不断发展和关注的重要领域。比斯塔以批判哲学意义上的传统人本主义为逻辑起点,构建主体性教育理论内涵,即公共性、他者性和类主体性。比斯塔运用其主体性教育理论观照教育现实问题,揭示当代西方主体性教育因测量文化、绩效问责制以及学习语言的趋势而被边缘化。基于此,比斯塔主张从两个维度重构主体性教育话语和实践:基于教育政治的维度,将教育视作解放的事业,以平等为起点构建民主教育环境,以及重构教育的原初责任,创设与他者共在的伦理空间;基于教育方法的维度,提倡重新发现教学,重申教学和教师的他者之维,给予主体性存在更多可能性。对比斯塔主体性教育思想的阐述与反思,有助于思考我国主体性教育的困境与出路。

Subjectification occupies a core position in Bista's educational theory,serving as the context of his educational philosophy and an important area of continuous development and concern.Bista constructed his own theoretical connotations of subjectivity in education from the logical starting point of criticizing traditional humanism in the philosophical sense,which includes publicity,otherness,and class subjectivity.Bista applies his theory of subjectivity education to examine educational reality,revealing that contemporary Western subjectivity education has been marginalized due to the trend of measuring culture,performance accountability,and language learning.Based on this,Bista pointed out that subjectivity education discourse and practice must be reconfigured from the following two dimensions.From the perspective of educational politics,education should be viewed as an emancipatory endeavor,with equality as the starting point for building a democratic educational environment;the original responsibility of education should be reconstructed to create an ethical space of coexistence with the other.From the perspective of educational methods,it is advocated to rediscover teaching,reaffirm the dimension of otherness of teaching and teachers,and provide more possibilities for subjectivity.The article elaborates on the overall picture of Bista's subjectivity education and provides insights and directions for reflecting on the difficulties encountered in the development of subjectivity education in China.