摘要
埃吕尔认为作为效率、环境与系统而存在的技术并非单纯为人所控制,而是具有鲜明的自主性。居于技术世界,人在技术意识的裹挟与驱使下以效率为动机不断地追求更多力量,这种求力的伦理即力量伦理导致了人类价值追求的单一化而使自由式微。在教学中,技术从显性与隐性两个层面控制着教学,使其在追求效率优位的过程中遭遇了自由危机。在埃吕尔看来,要重拾被技术遮蔽的自由,需要人们共同追寻一种非力量伦理来实现对技术自主的控制,而正确认识、理性反思、自觉践行、多方协同是在教学中建构非力量伦理的基本途径。
Jacques Ellul believes that technology as efficiency, environment and system is not simply controlled by human beings,but contains obvious autonomy. In the technological world, human beings pursue more power with efficiency motivation under the coercion and impetus of technological consciousness. This kind of striving ethics, that is, power ethics, leads to the simplification of human value pursuit and the decline of freedom. For teaching, technology controls teaching from two aspects: explicit and implicit,which makes it encounter freedom crisis in the process of pursuing the superiority of efficiency. In Jacques Ellul’s view, to regain the freedom covered by technology, human beings need to pursue a Non-Power ethics to achieve the control of technology autonomy.Correct understanding, rational reflection, conscious practice and multi-subject cooperation are the four necessary ways for the construction of non-power ethics in teaching.
作者
辛继湘
杨志平
Xin Jixiang;Yang Zhiping(College of Education Science,Hunan Normal University,Changcha 410081)
出处
《教育发展研究》
CSSCI
北大核心
2020年第4期5-10,共6页
Research in Educational Development
基金
国家社会科学基金教育学一般项目“文化自信导向的中小学课程创新研究”(BHA180159)的部分成果.
关键词
非力量伦理
力量伦理
技术自主
教学
自由
non-power ethics
power ethics
technology autonomy
teaching
freedom
