新时代中国教育话语视域下“知识”治理的合法性——基于阿普尔的批判性教育思想

The Legitimacy of“Knowledge”Governance from the Perspective of Chinese Educational Discourse in the New Era--Based on Apple’s Critical Educational Thought

美国教育家阿普尔通过追问“谁的知识最有价值”,对其教育“知识”的合法性进行了深刻的思考,由此将其研究视域的“知识”功能主义推进至“知识”的政治伦理问题域,开拓了教育学研究的新向度。基于教育“知识”话语的主体性视域,重新解译教育的“知识”“科学性”与“知识”的教育“合法性”,对我国新时代教育内卷、学业负担过重等一系列教育现实问题的顺畅解决具有理论层面的重大意义导向。破解教育与课程知识的“知识”合法性遮蔽,要遵循教育的“知识”合法性;兼顾学校课程体系的深度与广度,以“差异化”课程实现知识的合法性建构;构筑严格的审查机制与审查标准,确保“知识合法化”有效落实;缔造教育学的实践创生范式,实现师生的生命成长与觉解;组建多方协同的教材编写团队,建构更加公平合理的知识选择体系。

American educator Applet deeply thought about the legitimacy of his educational“knowledge”by questioning“whose knowledge is most valuable”,thereby advancing the functionalism of“knowledge”from his research perspective to the political and ethical problem of“knowledge”,and opening up a new direction of educational research.A reinterpretation is made of the scientificity of educational knowledge and the legitimacy of knowledge in education from the subjective perspective of the discourse of educational“knowledge”,which will provide significant theoretical guidance for addressing a series of practical educational problems such as excessive competition and academic burden in the new era of China.To unravel the concealment of legitimacy in educational and curriculum knowledge,we should adhere to the“knowledge”legitimacy of education,consider both the depth and breadth in school curriculum system to achieve the legitimate construction of knowledge through“differentiate”curricula,establish strict review mechanisms and standards to ensure the effective implementation of“knowledge legalization”,create a paradigm for practical innovation in pedagogy to facilitate both teachers’and students’personal growth and understanding,and form collaborative textbook writing teams involving multiple parties to construct a more fair and rational system for selecting knowledge.