论文部分内容阅读
成长是一个过程,一定会伴随有转变。如何认识这种转变,是老师专业化成长旅途上首要的一步。哈贝马斯在《认识和人的兴趣》中将兴趣划分为技术兴趣、实践兴趣和解放兴趣三类。技术兴趣的核心是“控制”,它把环境进而把人视为客体,是通过合规律的行为而对环境加以控制的人类基本兴趣。解放兴趣则指向主体的诞生,其核心是对主体进行“权力赋予”,意味着“从外在于个体的存在中获得独立”。于是有专家呼吁教师专业化成长应从技术兴趣走向解放兴趣。试想,如果转变本身就成为一种享受,那么,老师的专业化成长则拥有了源于内心世界的驱动力。
Growth is a process that is bound to change. How to recognize this change is the first step in the professional growth of teachers. Habermas divided interest in “cognition and human interest” into three categories: technical interest, practical interest and liberation interest. At the heart of technological interest is “control,” which treats the environment as an object, the human being’s fundamental interest in controlling the environment through the act of law. The interest in liberation points to the birth of the subject, whose core is “giving power” to the subject, meaning “gaining independence from the external being in the presence of the individual”. Therefore, some experts called for teacher professional growth should be from the technical interest to the liberation of interest. Imagine if the transformation itself becomes a pleasure, then the teacher’s professional growth has a driving force from the inner world.