復(fù)雜性理論觀照下的教育之思
發(fā)布時間：2018-09-16 19:26
【摘要】： 理性主義在當(dāng)今人類社會的增弘,追求惟一性、因果性、確定性、簡單性的科學(xué)思維模式在人類教育領(lǐng)域中的過度應(yīng)用,導(dǎo)致了我們現(xiàn)實教育實踐、教育研究的迷失。在形形色色的本質(zhì)規(guī)律、原則方法的界說過程之中,鮮活的教育理論及其實踐愈來愈失去了它應(yīng)有的屬于本真生活的絢麗色彩。教育是人類社會所特有的更新再生系統(tǒng),這一特殊類型的超復(fù)雜系統(tǒng)其紛繁程度遠(yuǎn)遠(yuǎn)超越了一般的自然、物理和化學(xué)系統(tǒng),是人世間復(fù)雜問題之最。這種系統(tǒng)內(nèi)部存在的影響目的選擇、過程實施、結(jié)果實現(xiàn)的多因素、多樣態(tài)和非線性的發(fā)展特征,使得復(fù)雜性成為教育巨系統(tǒng)中的本然的存在特性和基本的存在樣態(tài)。 受到自然科學(xué)簡單性、普適性、還原性、定量化和實證化的觀念的影響,作為人文社會學(xué)科之一的教育學(xué)的研究方法最初也是按照自然科學(xué)的理性思維方式建立起來的,赫爾巴特在其普通教育學(xué)開篇中就說道其理論基礎(chǔ)之一就是心理學(xué)�？椎略趧�(chuàng)建社會學(xué)和實證哲學(xué)的過程中直接將實證的原則和方法引入到社會學(xué)的研究之中；普適性、還原性、確定性依然是判定教育學(xué)科的存在價值及意義的主要標(biāo)準(zhǔn),“科學(xué)”已經(jīng)成為一個圖騰標(biāo)志。但是,人以及人類社會的構(gòu)成、運行的復(fù)雜性,人文社會學(xué)科自身發(fā)展的邏輯和特征決定了簡單性、線性的思維模式在人文領(lǐng)域應(yīng)用過程中的局限性和非普適性,且人類社會、人文現(xiàn)象、教育現(xiàn)象中的價值因素的融入、不同利益關(guān)系的交鋒以及情感意志的投入都為其帶來了極為復(fù)雜的淺層現(xiàn)象界和深層的理念世界的發(fā)展和變化：教育(人文)現(xiàn)象具有非線性、不可逆性、偶發(fā)性、混沌性。復(fù)雜性問題的提出不僅在自然科學(xué)的研究方法上導(dǎo)致了自然科學(xué)研究的復(fù)雜性走向,而且給予了人文社會學(xué)科的研究以一種復(fù)雜性的視角來返觀和認(rèn)識所“熟知”的人類世界�！皬�(fù)雜性”的思維方式和研究路徑已經(jīng)成為教育現(xiàn)象探究的必然之路。也許復(fù)雜性的研究范式是我們今天的教育理論尋求教育之真、把握教育之善、領(lǐng)略教育之美的相對平緩的通途。自20世紀(jì)70年代以來,西方教育科學(xué)領(lǐng)域也發(fā)生了重要的“范式轉(zhuǎn)換”——開始由探究普適性的教育規(guī)律轉(zhuǎn)向?qū)で笄榫盎慕逃饬x。這也反映了教育研究視角的轉(zhuǎn)換。 復(fù)雜性認(rèn)識理路和思維方法在教育界的引入不只是在研究方法上而且在認(rèn)識論上都為教育理論的發(fā)展提供了更為清晰的、明確的思維路徑和認(rèn)識路徑,它使得我們在教育研究、教育實踐的過程中開始采用一種整體性的、綜合的、包容了簡單性與復(fù)雜性的思維方式,并采用過程性的思維方式、采用詮釋、對話與理解的方法來重新解讀我們的教育世界、教育實踐,構(gòu)建我們的教育理論,這也是符合作為人文社會學(xué)科的教育學(xué)的獨特性的�！皬�(fù)雜系統(tǒng)探究方法可以是一種溝通自然科學(xué)和人文科學(xué),消除其隔閡的方法�！痹趶�(fù)雜性理論的指導(dǎo)之下,我們教育理論可以在借鑒自然科學(xué)方法的基礎(chǔ)之上,借助于“此在”間的交往與理解,使理解者的主觀世界與作為理解內(nèi)容的現(xiàn)實的教育世界之間達到某種融通或是視域融合。 復(fù)雜性思維認(rèn)為教育的各要素之間存在著復(fù)雜的非線性關(guān)系,必須要以整合的思維方式去考察整體與部分之間的聯(lián)系,不同的原因有同一的結(jié)果,同一的原因有不同的結(jié)果,整體系統(tǒng)具有將無序變?yōu)橛行虻淖越M織能力,善于在隨機的漲落中把偶然性和必然性統(tǒng)一起來。
[Abstract]:The excessive application of rationalism in the field of human education has led to the loss of our practical educational practice and educational research. In the process of defining various essential laws, principles and methods, the vivid educational theories and their applications are also discussed. Education is a renewal and regeneration system peculiar to human society. The complexity of this special type of super-complex system goes far beyond the general natural, physical and chemical systems. It is the most complex problem in the world. The purpose of the influence of this system is chosen. Choice, process implementation, multi-factor realization of results, diversity and non-linear development characteristics make complexity the inherent existence characteristics and basic existence patterns of the huge educational system.
Influenced by the concepts of simplicity, universality, reducibility, quantification and positivism of natural sciences, the research method of pedagogy, as one of the humanities and social sciences, was initially established in accordance with the rational thinking mode of natural sciences. Herbart said in the beginning of his general education that one of its theoretical bases was psychology. In the process of establishing sociology and positivist philosophy, Comte directly introduced the principles and methods of positivism into the study of sociology; universality, reducibility and certainty are still the main criteria for judging the existence value and significance of pedagogy, and "science" has become a totem symbol. The complexity of operation, the logic and characteristics of the development of the humanities and Social Sciences determine simplicity. The limitations and non-universality of the linear mode of thinking in the application of the humanities are due to the integration of the value factors in human society, humanities, education, the confrontation of different interests and the investment of emotional will. It has brought about the development and change of the extremely complex shallow phenomena and the deep ideological world: the educational (humanistic) phenomena are nonlinear, irreversible, occasional, chaotic. The proposition of the complexity problem not only leads to the complexity trend of the natural science research, but also gives the humanities and social sciences the research method. The way of thinking and research path of "complexity" has become the inevitable way to explore educational phenomena. Perhaps the research paradigm of complexity is that we seek the truth of education, grasp the goodness of education and appreciate the relative beauty of education in today's educational theory. Since the 1970s, an important paradigm shift has taken place in the field of Educational Science in the West, which has shifted from exploring universal educational laws to seeking situational educational significance.
The introduction of complex epistemological approaches and thinking methods into education not only provides a clearer and clearer way of thinking and understanding for the development of educational theories in terms of research methods but also epistemology. It makes us begin to adopt a holistic, comprehensive and inclusive approach in the process of educational research and practice. Simplicity and complexity of the way of thinking, and the use of a procedural way of thinking, interpretation, dialogue and understanding of the way to re-interpret our educational world, educational practice, to build our educational theory, which is also in line with the humanities and social sciences as a unique pedagogy. "Complex system approach can be a gap." Under the guidance of the theory of complexity, our educational theory can draw lessons from the methods of natural science and make use of the communication and understanding between the "here and there" so as to achieve a certain accommodation between the understander's subjective world and the real educational world as the content of understanding. Or fusion of horizons.
Complexity thinking holds that there exists a complex nonlinear relationship among the various elements of education, and it is necessary to examine the relationship between the whole and the part in an integrated way of thinking. Different reasons have the same result, the same reason has different results. The whole system has the ability to change disorder into order, and is good at stochastic inflation. It integrates the contingency and the inevitability.
【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2009
【分類號】：G40-02
本文編號：2244552
[Abstract]:The excessive application of rationalism in the field of human education has led to the loss of our practical educational practice and educational research. In the process of defining various essential laws, principles and methods, the vivid educational theories and their applications are also discussed. Education is a renewal and regeneration system peculiar to human society. The complexity of this special type of super-complex system goes far beyond the general natural, physical and chemical systems. It is the most complex problem in the world. The purpose of the influence of this system is chosen. Choice, process implementation, multi-factor realization of results, diversity and non-linear development characteristics make complexity the inherent existence characteristics and basic existence patterns of the huge educational system.
Influenced by the concepts of simplicity, universality, reducibility, quantification and positivism of natural sciences, the research method of pedagogy, as one of the humanities and social sciences, was initially established in accordance with the rational thinking mode of natural sciences. Herbart said in the beginning of his general education that one of its theoretical bases was psychology. In the process of establishing sociology and positivist philosophy, Comte directly introduced the principles and methods of positivism into the study of sociology; universality, reducibility and certainty are still the main criteria for judging the existence value and significance of pedagogy, and "science" has become a totem symbol. The complexity of operation, the logic and characteristics of the development of the humanities and Social Sciences determine simplicity. The limitations and non-universality of the linear mode of thinking in the application of the humanities are due to the integration of the value factors in human society, humanities, education, the confrontation of different interests and the investment of emotional will. It has brought about the development and change of the extremely complex shallow phenomena and the deep ideological world: the educational (humanistic) phenomena are nonlinear, irreversible, occasional, chaotic. The proposition of the complexity problem not only leads to the complexity trend of the natural science research, but also gives the humanities and social sciences the research method. The way of thinking and research path of "complexity" has become the inevitable way to explore educational phenomena. Perhaps the research paradigm of complexity is that we seek the truth of education, grasp the goodness of education and appreciate the relative beauty of education in today's educational theory. Since the 1970s, an important paradigm shift has taken place in the field of Educational Science in the West, which has shifted from exploring universal educational laws to seeking situational educational significance.
The introduction of complex epistemological approaches and thinking methods into education not only provides a clearer and clearer way of thinking and understanding for the development of educational theories in terms of research methods but also epistemology. It makes us begin to adopt a holistic, comprehensive and inclusive approach in the process of educational research and practice. Simplicity and complexity of the way of thinking, and the use of a procedural way of thinking, interpretation, dialogue and understanding of the way to re-interpret our educational world, educational practice, to build our educational theory, which is also in line with the humanities and social sciences as a unique pedagogy. "Complex system approach can be a gap." Under the guidance of the theory of complexity, our educational theory can draw lessons from the methods of natural science and make use of the communication and understanding between the "here and there" so as to achieve a certain accommodation between the understander's subjective world and the real educational world as the content of understanding. Or fusion of horizons.
Complexity thinking holds that there exists a complex nonlinear relationship among the various elements of education, and it is necessary to examine the relationship between the whole and the part in an integrated way of thinking. Different reasons have the same result, the same reason has different results. The whole system has the ability to change disorder into order, and is good at stochastic inflation. It integrates the contingency and the inevitability.
【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2009
【分類號】：G40-02
【引證文獻】
相關(guān)期刊論文 前1條
1 高文杰;;職業(yè)教育研究的復(fù)雜性范式論析[J];中國職業(yè)技術(shù)教育;2012年24期
相關(guān)博士學(xué)位論文 前1條
1 張妮妮;在耕耘中守望[D];東北師范大學(xué);2012年
相關(guān)碩士學(xué)位論文 前1條
1 秦康柏;復(fù)雜性視域中的課程創(chuàng)生[D];西南大學(xué);2012年
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