| 课程研究与后现代认识论 |
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| 引用本文： | 魏建培.课程研究与后现代认识论[J].泰山学院学报,2011,33(2):121-127. |
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| 作者姓名： | 魏建培 |
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| 作者单位： | 泰山学院教师教育学院,山东,泰安,271021 |
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| 摘 要： | 课程研究由求"同"的程序开发范式走向求"异"的多元理解范式,即由追求普适到追求多元话语的理解,这种由对"同"到对"异"课程文化的关注给后现代社会科学带来重要影响,表现在文化认识论上由"党同伐异"向"求异存同"的转化。从德里达的"延异"概念到德勒兹的他者命题,表明对全球化的"同"之负面效应的警觉。而"体验性知识"和"地方性知识"的命题,则是挑战西方社会科学一元构架,保留人类智慧多样性生态的前提。
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| 关 键 词： | 求异思维 精神分解 游牧主义 体验性知识 地方性知识 |
Curriculum research and Postmodern Epistemology |
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| WEI Jian-pei.Curriculum research and Postmodern Epistemology[J].Journal of Taishan University,2011,33(2):121-127. |
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| Authors: | WEI Jian-pei |
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| Institution: | WEI Jian-pei(School of Teacher Education,TaishanTeachers College,Taian,Shandong,271000,China) |
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| Abstract: | Curriculum research is moving towards difference-seeking thinking paradigm from same-seeking thinking paradigm,the significant impact that it brings to is the conversion from side with copartners against those who disagree to seeking common ground on major issues while leaving aside minor differences in the culture epistemology.The proposition of the Derrida difference and Deleuze otherness indicated the vigilance to the negative impact of the globalization.The Proposition of the experiential knowledge and ... |
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| Keywords: | difference-seeking thinking spiritual decomposition nomadism Experiential knowledge native knowledge |
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