加速时代的教育实践正表现出不同于传统社会的教育时间运动形态,由此引发了教育场域下普遍的“时间焦虑”。罗萨的社会加速批判理论为分析教育场域中的时间焦虑问题提供了一个理论框架,并形成静态表征(what)–动态成因(why)–纾解途径(h...加速时代的教育实践正表现出不同于传统社会的教育时间运动形态,由此引发了教育场域下普遍的“时间焦虑”。罗萨的社会加速批判理论为分析教育场域中的时间焦虑问题提供了一个理论框架,并形成静态表征(what)–动态成因(why)–纾解途径(how)的研究路线。基于这一理论视角,该研究发现教育场域的时间焦虑现象表现为技术加速与失控焦虑、变革加速与未知焦虑、节奏加速与过劳焦虑。其成因可归结为经济层面教育时间的效率逻辑、文化层面教育时间的道德观念和结构层面教育时间的未来指向性。为纾解教育场域的时间焦虑,一要对时间价值进行重构;二要实现秩序性与结构性的主动减速;三要思考技术如何服务与教育教学工作。Educational practices in the age of acceleration are showing different patterns of educational time movement from traditional societies, which has led to widespread “time anxiety” in the educational field. Rosa’s social acceleration critique provides a theoretical framework for analyzing the problem of time anxiety in the educational field and forms a research route of static phenomenon (what)-dynamic cause (why)-relief approach (how). Based on this theoretical perspective, the study found that the phenomenon of time anxiety in the field of education is characterized by the acceleration of technology and the anxiety of losing control, the acceleration of change and the anxiety of the unknown, and the acceleration of pace and the anxiety of overwork. The causes can be attributed to the efficiency logic of educational time at the economic level, the moral concept of educational time at the cultural level, and the future directionality of educational time at the structural level. In order to alleviate the time anxiety in the educational field, firstly, it is necessary to reconstruct the value of time;secondly, to realize the active deceleration of order and structure;and thirdly, to think about how technology can serve the work of education and teaching.展开更多
文摘加速时代的教育实践正表现出不同于传统社会的教育时间运动形态,由此引发了教育场域下普遍的“时间焦虑”。罗萨的社会加速批判理论为分析教育场域中的时间焦虑问题提供了一个理论框架,并形成静态表征(what)–动态成因(why)–纾解途径(how)的研究路线。基于这一理论视角,该研究发现教育场域的时间焦虑现象表现为技术加速与失控焦虑、变革加速与未知焦虑、节奏加速与过劳焦虑。其成因可归结为经济层面教育时间的效率逻辑、文化层面教育时间的道德观念和结构层面教育时间的未来指向性。为纾解教育场域的时间焦虑,一要对时间价值进行重构;二要实现秩序性与结构性的主动减速;三要思考技术如何服务与教育教学工作。Educational practices in the age of acceleration are showing different patterns of educational time movement from traditional societies, which has led to widespread “time anxiety” in the educational field. Rosa’s social acceleration critique provides a theoretical framework for analyzing the problem of time anxiety in the educational field and forms a research route of static phenomenon (what)-dynamic cause (why)-relief approach (how). Based on this theoretical perspective, the study found that the phenomenon of time anxiety in the field of education is characterized by the acceleration of technology and the anxiety of losing control, the acceleration of change and the anxiety of the unknown, and the acceleration of pace and the anxiety of overwork. The causes can be attributed to the efficiency logic of educational time at the economic level, the moral concept of educational time at the cultural level, and the future directionality of educational time at the structural level. In order to alleviate the time anxiety in the educational field, firstly, it is necessary to reconstruct the value of time;secondly, to realize the active deceleration of order and structure;and thirdly, to think about how technology can serve the work of education and teaching.
