西方世界主义课程研究中的文化批判路径——以波克维茨为例被引量：4

Cultural Critique in the Map of Western Cosmopolitanism Curriculum Studies: Taking Popkewitz as An Example

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摘要针对"什么知识最有价值"、"有价值的知识体现在何处"、"知识是如何具有价值的"这三个不同的问题,西方世界主义课程研究主要遵循价值建构、意义解释与文化批判的路径。作为文化批判路径的代表人物,波克维茨的方法论"社会认识论"包括为对研究对象的再认识和方法体系的发展。在对研究对象的理论预设上,世界主义是具有"生命权力"的社会建构,而学校教育则被视为政治干预实践。以此为出发点,去常规化的"碎片式"思维方式和"关于现在的历史"的研究范式构成"社会认识论"的方法体系。从思维特征来看,突破二元对立的现代思维,显现教育文化社会语境中的潜在联系是波氏带给教育和课程研究的独特启发。 To answer different core questions,including＂what knowledge is of the most worth ＂,＂How was the most valuable knowledge manifested into practice＂,and＂how was the most valuable knowledge formed＂,three approaches were developed as value construction,meaning explanation and cultural critique in the map of western cosmopolitanism curriculum studies. As a major figure in cultural critique,Popkewitz＇s ＂social epistemology ＂contains redefinition of research objects and development of method system as his methodology. As redefinition of research objects,cosmopolitanism is historically constructed,and education is one kind of political intervention. Based on these two theoretical presuppositions,the system of method contains the way of thinking＂fragmentation＂with the process of denaturalizing,and research paradigm ＂the history of the present＂. In the meaning of education and curriculum research,his unique contribution lies in dialectical mind breaking through the binary opposition,and to reveal invisible connection hidden in informal logic.

作者陶阳张文军

机构地区华东师范大学教育高等研究院浙江大学教育学院

出处《全球教育展望》 CSSCI 北大核心 2016年第5期58-67,共10页 Global Education

基金 2013年教育部人文社会科学规划项目"后现代文化视野下的课程研究"(课题编号:13YJA880103)的阶段性研究成果之一

关键词世界主义课程研究波克维茨方法论陌生化 cosmopolitanism curriculum study Thomas Popkewitz methodology defamiliarization

分类号 G423 [文化科学—课程与教学论]

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参考文献17

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