【作者】 方建锋；

【导师】 熊川武；

【作者基本信息】 华东师范大学 ， 教育学原理， 2005， 博士

【摘要】 不管是从内容还是从形式上来看,现代教育都是一个不断追求合理性的领域,它与整个社会合理性程度不断增加的大趋势是相一致的。但是,这种合理性只是一种形式上的合理性,它以培养和发展人为目标,关注整体上的效率,注重手段的有效性,可预测性、可控制性,带来的后果却是压抑人的多样性、创造性。换言之,从不同的视角来看同一现象的话,通常认为“合理性”的东西很可能就是“不合理性/非理性”的,形式上合乎理性的做法却往往导致背离理性设计的结果,我们把这种现象称之为“形式合理性中的实质非理性”。 本研究试图从个体人的微观立场来考察社会宏观领域中“形式合理性”的现代教育,揭示其中存在的“实质非理性”之处。论文主要分为三大部分: 第一部分(导言和第一章):关于理性及合理性思想的概述。着重指出“合理性”的结论属于主观产物,它受特定条件和立场的制约;“合理性的”与“非理性的/不合理性的”彼此包含相互转换。在现代社会中,形式合理性侧重于手段对预期目标的有效性,符合人们理性思维的常态,具有无可比拟的收益和成效,是“理性化”的主导。通常所谓的“合理性的时代”其实是指“形式合理性的时代”。但是,这种形式合理性的趋势具有使行为方式常规化、使生活停滞化、单一化的危险,具有一种不可避免的“实质非理性”的结果。我们的时代,就是一个“形式合理性”与“实质非理性”并存的时代。 第二部分(第二、三和四章):对教育实践和教育理论中所存在的实质非理性现象进行梳理和分析。教育实践方面主要从教育内容(第二章)和教育形式(第三章)两个维度展开。在教育内容方面,侧重从智育(盲信逻辑世界和人文学科逻辑化)和德育(德育基础、德育取向)两个领域论证了其中存在的“以逻辑的世界代替世界的逻辑”的实质非理性现象;在教育形式方面,侧重从制度价值化、价值量化(文凭)、教师职能、教育的自我合理化等层面论证现代教育成为一个规训的体系中所存在的实质非理性现象。 教育理论方面论证了追求形式合理性的自然科学化倾向导致的对普遍规律的追求、对技术操作的追求以及研究人员的科层化等实质非理性现象,论证它导致的必然后果就是教育理论与实践的脱离。 第三部分(第五章和结语):走出实质非理性困境的尝试。既然实质非理性更多还原

【Abstract】 Modern education is a domain that pursues rationality, not only in educational content, but also in educational processes. This rationality trend is consistent in most domains of society and is characterized by its formality. Modern education’s aim is to cultivate human development by giving special attention to both integral efficiency as well as the efficiency of programs and processes. The unavoidable result of formal rationality is the suppression of human diversity and creativity; however, we find a most interesting phenomena accompanying formal rationality-the phenomena of non-rational occurrences, which actually gives formal rationality a non-rational characterization. Because of the injection of non-rational characteristics, the rational plan begins to deviate from its intended results. This phenomenon is now identified as substantive non-rationality of formal rationality.The purpose of this current research is to identify some of the substantive non-rationality characteristics now found in the formal rationality constructs of modern education. This researcher has identified these non-rational phenomena from within the broad field of social systems and has specifically identified some of those that impact modern educational thought, content, and practices.This study includes three parts:The first part of the study includes the Introduction and Chapter One, which is a summary of the study. The summary points out that rationality has a subjective outcome that finds restrictions in conditions that are customized and dependent upon a variety of standpoints. Further, the phenomena are characterized by the fact that the rational includes the irrational and the irrational includes the rational. In today’s modern society, the formal rationality action emphasizes the efficiency of the "means" or process in order to achieve the goal. This action is consistent with the thinking of most individuals. This is often referred to as "the end justifies the means". Thisprocess is very difficult, if not impossible, to measure but is still dominant in rational decision-making and assessment. The formal identification of form and process (means) provides the basis for not only an age of rationality but also an even more quite formal rationality, which becomes overly prescriptive and controlling. Current formal rationality has actually caused some activities to be modified and even simplified, which has caused some irrational and unpredictable results. This phenomenon leads us to the conclusion that despite the fact that formal rationality exists in this age so does substantive non-rationality.The second part of the study, Chapters Two, Three, and Four, identifies some of the non-rational phenomena in modern educational practice and theory. The substantive non-rational phenomena in modern educational practice exist mostly in education’s content and form. In the content of education, there is a particular emphasis on intellectual education (the acquisition of knowledge) and moral education (character development and conduct). Substantive non-rational phenomena often prevail even when the world’s logic and findings are applied. In the form or structure of education and educational expectations, emphasis is often place on institutional validity and value. Further, the functions of the teaching/learning process and measurable results of the overall educational experience and process are assessed within the rational constructs and the non-rational phenomena. Substantive non-rational phenomena is beginning to be reviewed as an identifiable aspect in logical, rational review and perspective of modern education.This societal trend of rationality is being greatly influenced by the world of natural science and the scientific method, which employs rational and logical elements of evaluation and response; however, even in the pursuit of the universal laws of nature, the phenomena of the substantive non-rational materializes and causes researchers to realize that additional unpredicted factors of a non-rational nature also exist. These phenom更多还原