| 当代大学“发展自由”的提出与意义建构 |
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| 引用本文： | 王一军.当代大学“发展自由”的提出与意义建构[J].高教发展与评估,2021,37(1):6-19. |
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| 作者姓名： | 王一军 |
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| 作者单位： | 南京师范大学 教育科学学院,江苏 南京 210097 |
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| 基金项目： | "江苏省2011计划'立德树人'协同创新模式";教育部人文社会科学研究规划一般项目"大学课程与学术文化协同创新研究" |
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| 摘 要： | 在学术本位让渡于学生主体发展的当代大学实践中,“发展自由”进入话语中心。在理论意义上,大学“发展自由”意味着尊重个体价值、通过环境学习、机会成就自我建构、进化性道德与制度规范;在实践意义上,则表现为精神自主、行动自律、学问自理。而学生作为自我探险者、教师作为课程开发者和学习场域作为课程等则构成大学“发展自由”的旨趣。
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| 关 键 词： | 学术自由 学生本位 学习自由观 学问自理 行动自律 |
The Proposal and Meaning Construction of “Development Freedom” in Contemporary University |
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| WANG Yijun.The Proposal and Meaning Construction of “Development Freedom” in Contemporary University[J].higher education development and evaluation,2021,37(1):6-19. |
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| Authors: | WANG Yijun |
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| Abstract: | In contemporary university practice where the academic-oriented phenomenon is transferred to the student-oriented development,university“development freedom”enters the center of the discourse.In a theoretical sense,the“development freedom”of a university means respecting individual values,learning through the environment,achieving self-construction through opportunities,evolutionary ethics and institutional norms;in a practical sense,it is manifested in spiritual autonomy,self-discipline of action,and academic self-care.Students as self-explorers,teachers as curriculum developers,and learning fields as courses constitute the objectives of university's“development freedom”. |
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| Keywords: | academic freedom student-oriented freedom of learning academic self-care self-discipline of action |
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