【作者】 曾文婕；

【导师】 黄甫全；

【作者基本信息】 华南师范大学 ， 教育学原理， 2007， 博士

【摘要】 “如何促进学生的学习”,是教育领域中的根本性问题之一。随着教育社会化和社会教育化的发展,这一问题已经逐渐扩展为“如何促进人的学习”。要对其做出系统回答,必须以对学习本身的充分认识为基础。学习研究,已在脑科学、心理学、人类学和哲学等视角下逐渐展开。但是,已有研究重视静态式考察、较少生成式考察,突出单向度观照、缺乏整体性观照,强调科学认识、忽视价值认识。而以文化哲学为视角观照学习,恰好能够在一定程度上“见”已有研究之“未见”,进而拓展与深化人们对学习的认识。所谓文化哲学视角下的学习研究,主要沿着“从人与文化的关系切入”“内蕴历时意识”“追求整体取向”和“凸显价值诉求”四条进路,着力对学习文化进行哲学考察,并最终建构起文化学习这一新的学习形态。第一,从人与文化的关系切入追问学习的本性。人的生成性内在地要求人基于补偿与发展而与文化整合,实现生物的人向现实的人再向理想的人之转变。文化的为人性也内在地要求人与文化实现整合,使文化给人以丰富的外在工具体系和强大的内在意义支撑。人与文化这二者各自都从自身出发朝向另一方进而内在地要求彼此之间实现“整合”。而学习,是人与文化整合的“本原性基础”“沟通性中介”和“制约性因素”,它构成了人与文化整合的本体。文化学习正是在人与文化的关系场之中得以凸显,文化学习这一概念本身就鲜明地表征着学习的基本导向乃是追求人与文化的整合。同时,学习作为本体也强烈地吁求,在教育这种以促进人与文化整合为本体功能或者说以“成人”为最终宗旨的文化活动中,应当以学习为本体。第二,从历时维度梳理学习的形态演进。在原始社会,生活化的学习主体、学习内容与学习方式构成了生活学习形态,人与文化自在地得以“有限”整合。在这一原生形态的基础上,产生了学校学习这一次生形态并逐渐成为学习的主导形态。学校学习以特定的学习主体、规定的学习内容和限定的学习方式实现着人与文化的自觉的“有限”整合。而文化学习,则以普遍的学习主体、全面的学习内容和多样的学习方式,让所有个体在整个生命时间与全方位的生活空间里,通过多种方式与整体性的文化实现着“无限”的整合,进而使个体的生命存在经由与文化的“无限”整合而获得“无限”的优化。文化学习既不导向学校学习对生活学习的拒斥,也不暗示生活学习对学校学习的颠覆,而是旨在促进二者的自我更新与协调同步发展。它既力求打破生活学习的自在性使之走向自觉,也力求扬弃学校学习的优劣使之获得更大的有效性,还力求使二者走向相互渗透与相交融通,并以多种介于高度结构性的学校学习和高度非结构性的生活学习之间的中间形态,来丰富学习的样式和提升学习的效果,最终成就学习作为优化人的生命存在及其活动的一种主要方式的地位与价值。第三,从共时维度剖析学习的结构。过去很多的学习理论主要单方面地关注学习的认知维度、情感维度或社会维度,单一地视学习为认识过程、心理动力过程或社会互动过程。近年来,研究者开始关注认知与情感相沟通的问题,阐述了知识的情感根源、认知过程的情感负载以及情感与认知相互作用的生理机制等问题。同时,研究者也开始关注学习的个体性获得与社会性互动相融合的问题,指出学习既具有个体性也具有社会性,或尝试以“情境认知”这一概念来融合学习的“个体性获得”与“社会性互动”这两种观点,或尝试以“获得-参与”这一复合型的学习新隐喻来融合学习的获得隐喻和参与隐喻。而且,也有一些学者或明或暗地提出应当以整体性取向来看待学习。文化学习,超越仅仅视学习为运用认知、情感等要素对有关知识与技能进行个体性获得以及运用社会性互动既获得知识与技能也生成相应身份等认识,整体地视学习为学习主体调动与运用认知、情感和社会要素,在不断反思之中与文化进行全方位的互动,获得文化所承载与蕴含的知识、能力和价值观等,进而促成自我成长与更新的过程。互动、获得与反思过程以及认知、情感与社会要素这三过程三要素,以多种现实样态共同存在于人与文化的整合过程之中,使得文化学习成为充满各种契机的、学习主体的整体性学习生命力不断涌动、展示并实现自身力量的动态结构。第四,从价值维度阐释学习的价值。一般而言,学习价值具有“真”“善”“美”三维结构。然而,在我国古代,伦理文化乃是主导的文化形态。学校教育的价值取向与目的、学习内容以及知德关系的处理等都受到伦理文化的极大影响,进而规定着学习价值以“善”为主导。近代以来,随着科学文化的植入、生根与逐渐壮大并发挥越来越重要的作用,随着科学文化对以儒家思想为主导的伦理文化的改造、批判甚至是解构与拒斥,学习的“真”的价值得以“出场”并日渐占据主导性的地位。但是,学习的价值不应单一化。由“善”的价值的绝对化,出现了被修养道德垄断的学习,它表达的是没有边界的伦理控制;由“真”的价值的绝对化,导致了被获得真知把持的学习,它表达的是没有边界的知识僭越;由“美”的价值的绝对化,造成了被体验意境操纵的学习,它表达的是没有边界的情感泛滥。文化学习,促使学习主体突破主要追求与伦理文化整合而立善或与科学文化整合而求真等单一价值取向,趋向于追求与蕴含“真”“善”“美”特质的整体性文化实现全面整合,进而不断经由“真的探求”“善的确立”和“美的体验”而最终通达自由。文化学习,是学习主体调动整体性的学习生命力,去追求与文化的无限整合,进而凭借文化媒介不断通达自由的一种新的学习形态。这一新学习形态的实现,既是一个深刻的观念问题,也是一个复杂的方法问题,还是一个具体的实践问题,需要不断地阐释文化学习的丰富图景、深入地研究文化学习的相关主题、切实地践行文化学习的多重追求。更多还原

【Abstract】 “How to promote students’learning”is one of the essential questions in education. Along with the exchange between education and society, this question has already expanded to“how to promote human’s learning”. To give a systematic answer, we must discuss the question based on a full understanding of learning. Researches on learning have already been done gradually in the perspectives of brain science, psychology, anthropology and philosophy. However, previous researches focused more on static investigation but less on becoming thinking, emphasized the single viewing but lacked the holistic approach, and stressed the scientific method but neglected the axiological way. From the perspective of cultural philosophy, the re- search of learning can“see”what previous researches“have not seen”, and expand and deepen people’s understanding of learning. The learning research in the perspective of cultural philosophy, based on four approaches such as“analyzing the relationship between people and culture”“taking the diachronic consciousness”“insisting on the holistic orientation”and“giving prominence to the value knowing”, concentrates on the philosophical pondering of learning culture, and comes up with a new learning formation, namely cultural learning.First, this dissertation explores the nature of learning from the relationship between human and culture. The becoming of human requests human to integrate with culture on account of compensation and development, changes human from the living beings to beings in reality and further to beings in ideals. The being-for-people of culture also requires an integration of human with culture so as to enable culture to give human the abundant external tool system and strong internal meaning. The two factors, human and culture, trends the other from oneself, and requires an“integration”in- trinsically. And the learning is“original foundation”“intermediary of communica- tion”and“factor of restriction”of integration between human and culture. In this sense, leaning is the noumenon of integration of human with culture. Cultural learning is highlighted exactly in the related field of human and culture. The denomination of cultural learning shows that the basic direction of learning is to pursue an integration of human with culture. At the same time, it also strongly appeals that it should take learning as the noumenon in this kind of education which is to take the promotion of human integration with culture as the essential function or take“the forming of human”as the ultimate aim.Second, this dissertation expounds the transformation of learning from diachronic dimension. In the primitive society, the learners who were learning from life, the learning content and the learning modes constituted the learning-in-life formation. Human and culture can integrate limitedly. On the basis of the primitive formation, there appeared the formation of learning-at-school that had been the main formation gradually. The learning formation has limitedly integrated the privileged learning subjects, limitative learning content and prescriptive learning methods. Cultural learning which has common earners, overall learning content and diverse learning modes, enables all individuals to carry out the“limitless”integration in various ways in their life and all-direction living spaces, and then make individual life optimized“limitlessly”through the integration with culture. Cultural learning neither leads to the learning-at-school rejection of the learning-in-life nor causes the learning-in-life overturning of the learning-at-school. Its aim is to enables them to renew themselves and develop coordinately. It tries hard to break the state of“being self-existent”of learning-in-life and make it self-conscious, also tries hard to ameliorate learning- at-school and make it more effective, still tries hard to make the two types permeate and integrate mutually, and enrich the learning mode and promote learning effective- ness through a variety of middle types between high structural learning-at-school and high nonstructural learning-in-life, at last makes learning become a main way to im- prove human’s life and their activity.Third, this dissertation analyzes the structure of learning from synchronic dimen- sion. In the past most learning theories mainly focused on the cognitive dimension, the emotional dimension or social dimension. They treated learning as only cognitive process, psychodynamic process or social interactive processes. In the recent years, researchers have started to pay attention to the mutual communication of cognition and emotion; they elaborated the emotional source of knowing, the emotion-loaded in cognitive process, the physiological mechanism of interaction between emotion and cognition, etc. They also started to pay attention to the integration of individual acquisition of learning and the social interaction in learning; they pointed out that a certain amount of learning took place beyond the confines of the individual mind and appears to involve social aspects, and they tried to integrate the“individual acquisition”and“social participation”with“situated cognition”, or try to make plural metaphors of“acquisition-participation”contain acquisition metaphor and partici- pation metaphor. Some researchers even have suggested that we should treat learning as the holistic orientation. Cultural learning surmounts the theory which thinks that learning is only enables learners to acquire individually the knowledge and ability based on cognitive and emotional factors, and mainly construct identity with social interaction. Furthermore, cultural learning considers holistically that learning is a process in which the learner utilizes the cognitive, emotional and social factors to interact with the culture, acquire knowledge, ability and value carried by culture, and then contribute to the process of self development and renewal by continuous reflection. The interaction, acquisition, reflection and the cognitive, emotional, social factors exist in the process of integration of human with culture by a variety of actual pattern, which makes cultural learning become a dynamic structure which is filled with different opportunities and potential for learners’life fulfillment.Fourth, this dissertation studies the value of learning from axiological dimension. Generally, the value of learning contains three dimensions: the truth, the good and the beauty. In ancient China, the ethics culture is the predominant cultural pattern. The value orientation and aim of education, learning content and the treatment of the relationship between knowledge and virtues are influenced intensively by ethic culture, which rules that the value of learning must be predominant by the good. By the end of 19th century, scientific culture has reformed, criticized, deconstructured and even refused the ethic culture that was dominated by Confucian culture. As scientific culture was embedded, rooted, gradually became stronger and played a more and more important role, the value of“the truth”has been taken on stage and taken the predominant place. But the value of the learning should not be one-sided. The learning, which would be monopolized by ethic training because the value of the good was absolute, means that human is controlled by ethic without limit; the learning, which would be controlled by the aim of knowing because the value of the truth was absolute, means that human is controlled by rationality without limit; the learning, which would be operated by the mind of personal experience because the value of beauty was absolute, means that human’s feeling is flowing wildly without limit. The cultural learning has broken through the value of one-sided trend such as only establishing the good with integrating ethic culture, only purchasing the truth by integrating scientific culture and so on. Its tendency is to realize all-sided integration of learners with the holistic culture which contains“the truth”“the good”“the beauty”, and then arrives in a free realm by way of“exploring the truth”“establishing the good”and“experiencing the beauty”.Cultural learning is a new formation of learning, which enables learners to utilize holistic force of learning life to pursue limitless integration with culture, and which helps learners to get an access to freedom with the media of culture. To realize cultural learning, we should change the idea, the method and the practice, that is, we should keep constantly expounding specific content of culture learning, deeply research the related themes, and effectively fulfill the multi-way pursuit of cultural learning.更多还原