摘要
19世纪末20世纪初,心理学范式下的儿童研究运动,开启了揭示儿童本质和发展规律的科学路径,形成科学主义儿童认识论。这一认识倾向,基于年龄分期、“发现”儿童、定义儿童的未成熟性等,逐渐建构起一系列关于儿童的现代性概念。但现代儿童的主体性境况并不客观,对象化和他者化比较突出。“发现”儿童的同时,也发现了成人,发现了儿童—成人二分的认识框架,致使儿童的自由和幸福岌岌可危。现代教育的积极努力,也偏偏造就出更加贫穷和无助的儿童。祛魅与隐忧并存,这是科学主义儿童认识论的典型症候,也是新的迷魅。反思科学主义的儿童认识论,作为弱者的儿童,依然在反抗,在教育中聆听儿童,就能获得一个富有的儿童。儿童话语的形成促成“新”儿童的诞生,同时,也促成“新”的成人、“新”的教育学的诞生。
In the late 19th century and early 20th century,the movement of children study within the psychological paradigm opened up a scientific path to reveal the essence and development of children,leading to a scientistic epistemology of the child.The scientism epistemological tendency,based on age staging,the"discovery"of the child,the definition of the immaturity of the child,etc.,gradually led to the construction of a series of modern concepts of the children.However,the subjectivity of the contemporary child is not objective,but rather objectified and othered;the"discovery"of the child is accompanied by the discovery of the adult,and a child-adult framework of recognition,which puts the freedom and well-being of the child at risk;the active efforts of modern education have resulted in poorer and more helpless children.This is the classic symptom of a scientistic epistemology about child,that is a new enchantment and malaise coexist.Rethinking the scientistic epistemology of the child,the child as a weaker person still resists,and listening to the child in education leads to a rich child;the formation of a children's discourse leads to the birth of a"new"image of children;at the same time,it creates a"new"image of adult,and it truly means a"new"pedagogy.
作者
孙爱琴
SUN Aiqin(College of Education Science,Northwest Normal University,Lanzhou 730070 China)
出处
《学前教育研究》
CSSCI
北大核心
2024年第2期21-30,共10页
Studies in Early Childhood Education
基金
教育部人文社会科学基金青年课题“西北农村幼儿园教育质量保障研究”(编号:17YJC880092)。
关键词
儿童认识论
科学主义
祛魅
迷魅
隐忧
epistemology about children
scientism
disenchantment
enchantment
malaise
作者简介
通信作者:孙爱琴,西北师范大学教育科学学院教授,博士。
