| 后现代知识状况与高等教育--解读利奥塔《后现代状态--关于知识的报告》 |
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| 引用本文： | 蔡国春.后现代知识状况与高等教育--解读利奥塔《后现代状态--关于知识的报告》[J].徐州师范大学学报(哲学社会科学版),2006,32(1):115-118. |
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| 作者姓名： | 蔡国春 |
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| 作者单位： | 徐州师范大学,信息传播学院,江苏,徐州,221009 |
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| 摘 要： | 法国当代哲学家利奥塔在《后现代状态———关于知识的报告》中,把对“元叙述”的怀疑定义为“后现代”,认为在西方发达的后工业社会,知识的性质和地位已经发生变化,知识信息化、商品化的性质、知识与权力的结合以及知识内部的等级划分危及了知识的合法性,动摇了传统大学的制度基础。相应地,高等教育呈现大众化、国际化、市场化、政治化的发展趋势,大学教育目标、学习方式、教学过程中师生关系也有所改变,大学体制正处于转变之中。
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| 关 键 词： | 利奥塔 后现代状态 知识 表现效能 高等教育 |
| 文章编号： | 1007-6425(2006)01-0115-04 |
| 收稿时间： | 2005-10-12 |
| 修稿时间： | 2005年10月12 |
Post-Modern Knowledge Condition and the Higher Education--An Interpretation of The Postmodern Condition: A Report on Knowledge written by Lyotard |
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| CAI Guo-chun.Post-Modern Knowledge Condition and the Higher Education--An Interpretation of The Postmodern Condition: A Report on Knowledge written by Lyotard[J].Journal of Xuzhou Normal University(Philosophy and Social Sciences Edition),2006,32(1):115-118. |
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| Authors: | CAI Guo-chun |
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| Institution: | School of Information and Communication, Xuzhou Normal University, Xuzhou 221116, China |
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| Abstract: | In the book The Postmodern Condition: A Report on Knowledge;Lyotard,a French philosopher,defines the suspicion of "mete-narrative" as "post-modern".He thinks that in western developed post-industrial society,position and the nature of knowledge have changed a lot.The informative process and commercialization of knowledge,the combination of knowledge and power as well as the built-in grade partition of knowledge endanger the validity of knowledge,at the same time they also shake the foundation of traditional university system.Correspondingly,higher education takes on such a development as in a tendency of popularization,internationalization,market and politics.In universities,the goal of education,the way of study and teaching course,and the relationship between teachers and students in the process of teaching and learning also change.On the whole the system of universities is being in change. |
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| Keywords: | Lyotard the post-modern condition knowledge performative efficacy higher education |
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