重新发现杜威:学校社会心理学中的心智化教育进路

Re-discovering Dewey:Mentalizing Educational Approach in Social Psychology of Schooling

实践中的学校教育仍然忽视着一个世纪前杜威的忠告,即忽视学生社会性发展的倾向。学校社会心理学旨在探索个体在教育环境中的社会性行为,并反思社会场域对教学活动的影响。其中,心智化作为一种个体对自己或他人心理状态进行推理,从而理解并预测他人行为的能力,在学校教育改革中得到了广泛重视。为顺应学生的社交天性,学校教育亟待一种心智化转向,并遵循心智化规律来助力学生的学习。心智化教育三维理论模型的建构,可以揭示心智化、社会性行为与学习三者之间的关系,进而前瞻人工智能时代心智化教育的机遇与挑战。

The practice of education is still widely disregarded, despite Dewey's century-old advice on the social development of students. Social psychology of schooling aims to enhance the exploration of human social behavior in education and to reflect on the impact of the social field on teaching and learning activities. The significance of mentalizing as an individual's ability to reason about his or her own or another person's mental state in order to understand and predict the behavior of others has been widely emphasized in school and classroom settings. With the ontological claim of the social nature of the mentalizing-developed student, there is a pressing need for a metalizing turn in schooling that applies the laws of mentalizing to facilitate student learning. By constructing a three-dimensional theoretical model of mentalizing education, the relationship between mentalizing, social behavior and learning is revealed, and on this basis, the opportunities and challenges of mentalizing education in the age of artificial intelligence are foreseen.