论课程生活中的知识理解——基于隐喻的视角

On the Understanding of the Concepts of Knowledge in the Curriculum Living——Based on the Metaphor Perspective

隐喻思维为考察学校实践中课程知识观的诸多观点提供了具体的概念工具与特指称谓。课程生活中知识隐喻的实践现状至少体现为"建筑"、"液体"以及"物体"等隐喻。这些实践隐喻诠释了传统知识论的限度与局限,即表征主义知识论的僭越。结合自上世纪以来,西方哲学研究生成主义转向以及当代知识观重建的生成主义路向,课程知识观的重建思路基于课程知识与自然、与社会以及与自我的角度体现为:课程知识作为"探究工具"、"社会对话"以及"默会理解"。

Metaphor provides the conceptual tool and special name to investigate the concepts of curriculum knowledge in the school education.The metaphors of the concepts of the knowledge in school curriculum evne embodied as 'edifice',as 'liquid'and as 'object'. These practical metaphors represented the limit and extent of the traditional concepts of knowledge, which is called the representationalism epistemology.Based on the enactivism philosophy and enactivism concept of knowledge from the last century,the reconstruction of the concepts of curriculum knowledge includes:curriculum knowledge as the 'inquiry tools',as the 'social conversation',and as the 'tacit understanding'in the relationship of curriculum knowledge and nature,and society and individual.