为着公共利益的教育哲学:五个挑战与一个议程     

格特·比斯塔  赵康 《教育学报》2011,7(4)

1917年,杜威在他的一篇名为《哲学复兴的需要》的文章中写道:“当哲学不再是处理哲学家们的问题的手段时,而是成为由哲学家们发展出来的处理人类问题的方法时,哲学就得以复兴了.”在这篇论文中,我论述教育哲学也是如此,因为教育哲学应当聚焦在教育问题上,而不是哲学问题上.当然,教育哲学应当以哲学专长来面对教育问题.这不仅是一个学术任务,而且是一个政治任务,特别是在一个教育作为公共利益的观念遭遇压力的时代,在一个教育日益被看成个人利益和经济利益的时代,尤为如此.我在文中阐述了在我看来教育哲学家能有所贡献的五个领域.它们不仅为未来的教育哲学工作提供了一个议程,而且为转向存在主义的教育哲学建构了一个论述.这个转向包括在所有教育中都含有我所认为的“美丽风险”.  相似文献   

Education,Accountability, and the Ethical Demand: Can the Democratic Potential of Accountability Be Regained?   总被引：8，自引：0，他引：8  

Gert J.J. Biesta 《Educational theory》2004,54(3):233-250

This paper analyzes the impact of the idea of accountability on education. It considers the kind of relationships that are promoted or produced by the culture of accountability, both in order to understand what kind of relationships are made possible and to understand what kind of relationships are made difficult, or even impossible, as a result of the accountability regime. The paper explores how the managerial uses of the idea of accountability have become pervasive in contemporary education and how this has changed relationships among students, parents, teachers, and the state. Ultimately, accountability erodes relationships of responsibility. Zygmunt Bauman's "postmodern ethics" is used to gain a detailed understanding of why it has become so much more difficult to develop relationships of responsibility under the accountability regime. Bauman's proposal that we should take responsibility for our responsibility also suggests a starting point from which the democratic potential of accountability might be regained.  相似文献