“可说”与“不可说”:技术哲学视域下师生关系的探析与重构

"Speakable"and"Unspeakable":Analysis and Reconstruction of Teacher-student Relationship from the Perspective of Philosophy of Technology

随着科技时代的变革与绩效社会的形成,“不可说”与“可说”的哲学内涵发生异化,两者由对立关系逐渐转向“超—可说”与“去—可说”的关系,并由此引发网络空间加持下的“可说”暴力裹挟风险、“超—可说”暴力冲击下人的自我剥削式表达风险以及主体持续忙碌与思考缺失的边缘化风险。在教育领域,教师与学生也由传统压迫型师生关系,逐渐朝向“超—可说”与“去—可说”关系方向发展。基于此,提出如下策略以期重塑师生关系定位:确保沉思,为师生夺回闲暇时间的主权;培养释然心态,以重新审视民主和谐的课堂;与传统模式中的压迫与不平等达成和解。

With the change of the technological era and the formation of the performance society,the philosophical connotations of"unspeakable"and"speakable"have been alienated,and the relationship between the two has gradually shifted from antagonism to the relationship between"super-speakable"and"de-speakable".The two have gradually shifted from an antagonistic relationship to a"super-speakable"and"de-speakable"relationship,which has led to the risk of"speakable"violence under the auspices of cyberspace,the risk of self-exploitative expression under the impact of"superspeakable"violence,and the risk of the subject's continuous busyness and lack of thinking.The risk of the marginalization of the subject who is constantly busy and without reflection.In the field of education,the teacher-student relationship has gradually evolved from the traditional oppressive teacher-student relationship to a"super-speakable"and"de-speakable"relationship.Based on this,strategies are proposed to ensure that contemplation reclaims the sovereignty of leisure time for teachers and students,to cultivate a mindset of relief in order to revisit the democratic and harmonious classroom,and to reconcile the oppression and inequality of the traditional model in order to reposition the teacher-student relationship.