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教学方式不论如何变革,有一个最核心的问题无法绕开,即如何对待知识。最初的知识是具有教化功能的,苏格拉底“知识即美德”的论断,鲜明地凸显了知识的成人功能。进入近代以后,随着科技理性的彰显,知识逐渐异化为生活之外的东西,它剥离了人生的意义,成为凌驾于人的发展之上的客观存在。无论是培根“知识就是力量”的宣言,还是斯宾塞“什么知识最有价值”的追问,都把知识推向了人的发展的对立面,发现知识、占有知识
No matter how changes in teaching methods, there is a core issue can not be bypassed, that is, how to treat knowledge. The initial knowledge is a doctrine of enlightenment, Socrates’ “knowledge that is virtue”, clearly highlights the adult function of knowledge. After entering the modern era, with the demonstration of science and technology, knowledge gradually alienated into something other than life, which peeled off the meaning of life and became an objective existence above the development of human beings. Whether it is Bacon “knowledge is power ” declaration, or Spencer “what is the most valuable knowledge ” questioning, all the knowledge to the opposite of human development, found knowledge, possession of knowledge