教育探究的立场与视界

The Standpoint and Horizon of Educational Inquiry

你之所处,决定了你之所能见。对教育发展方向的求索及其运行价值的评判,须臾离不开实践者或分析者的角色,无不发端于立场及偏好,受制于视野及得失,根源于认知及觉悟。教育是一个超复杂、非静态的社会组织系统,大家都可言说,高下皆有原由,既不可跨越时空,亦难以达成一律,更不可能凭借一邦国、一代际或一高人的执着自上而下、相对封闭地建构起一劳永逸的乌托邦。理性的探究策略无外乎去蔽启蒙、突破局限;挣脱泥潭、唤回生命;尊重自组织、促进多元化。唯有转识成智,心怀大慈悲,胸怀大格局,方能明辨教育的天平和重心,求得角色、立场、诉求和结果的一致。

Where you stand determines what you can see. The pursuit of educational development direction and the evaluation of its operational value are inseparable from the roles of practitioners or analysts. It originates from their standpoints and preferences, constrained by their horizons as well as gains and losses, which are rooted in their cognition and awareness. Education is an ultra-complex and non-static social organization system, where everyone can express their opinions and all views have their reasons. It cannot transcend time and space, nor can it achieve uniformity. It is even more impossible to construct a once-and-for-all Utopia depending on relative closure and top-down method solely by the stubbornness of one nation, one generation, or one "authoritative person". Rational inquiry strategies are nothing more than uncovering enlightenment, breaking through limitations, escaping from quagmires, as well as bringing back life, respecting self-organization and promoting diversification. Only by transforming knowledge into wisdom, embracing great compassion and having a broad vision, can we discern the balance and focus of education and achieve consistency in roles, standpoints, aspirations and results.