Problematising Critique in Pedagogy

Following the Enlightenment, the concept of ‘critique’ broadened and acquired a political denotation, in which the expression of opinion alone could itself be already considered critique. This meaning of ‘critique’ expresses acknowledgement of men as equal, free and rational. This broad concept of critique, however, also tends to negate certain more technical and specific forms. This paper goes back to conceptions of critique introduced by Kant and developed in an educational perspective by the neo‐Kantian Paul Natorp. Kant's concept of critique concentrated on the conditions of possibility of judgemental powers, resulting in a transcendental critique of Reason. Natorp applied this conception of transcendental critique to education. Though Natorp relates education to society as a whole, his concept of critique does not uncover the social determinants of educational views but holds on to a transcendental critical idea of critical judgement that is not completely socially determined. Consequently, in the transcendental critical approach, the critical function of Reason is given priority over any political vision. This results in a conception of critique that primarily questions validity claims, stressing rational testing as opposed to other sources of validity, such as traditional or religious authority. The transcendental critical programme, further developed in twentieth‐century Germany, still endorses the implied denial of the possibility of deriving the validity of propositions from experience. It can be distinguished from Karl‐Otto Apel's brand of transcendental critique by its refusal to assume any primary criterion for critical judgement, in the manner of Apel's ‘ideal communicative community’. Consequently, this programme cannot result in any positive conception of education. Its main contribution consists in exposing those presuppositions of educational views and practices that function as a priori ideas as conditions of the possibility of their justification. Though not denying the value and relevance of positive educational conceptions, this transcendental critical approach primarily aims at preventing metaphysical foundational questions from being forgotten or dogmatically fossilised.     

教师自主及其对学习者自主的培养

学习者自主一直是近年来的热门话题,但必须认识到只有教师自主才能达到真正的学习者自主,教师自主是学生自主的前提。本文从教师自主概念出发,分析了自主型教师的信念及其作用,并提出自主型教师如何促进学习者自主。在此基础上对高职院校的英语教师自主情况进行了问卷调查并进行了分析,结果发现高职院校英语教师的自主状况另人堪忧,呼吁教育界关注教师自主。     

围绕学生自主 创新教师自主

教师自主已经成为一个伴随学习者自主讨论的深入而产生的崭新的概念。在探讨学习者自主性的过程中已经把教师自主性当作一个不可或缺的组成部分。本文围绕学生自主,探讨了教师自主的内涵;揭示了教师自主的误区;浅谈了教师自主的启示。旨在深化我国大学英语教学改革中创新教师自主性,提高英语教学效果,以适应新的外语教学模式发展的要求。     

反思型教师：教师形象演变的新取向

本文阐述了从“经验型教师”到“反思型教师”的演变历程，探讨了教师形象背后的教育理念与价值观念的变迁。经验型教师严重依赖经验与技术，反思型教师则是对经验型教师的超越，体现了后现代主义视野内人们对现代范式下经验型教师的批判与解构，预示着教师形象演变的新取向。     

Philosophy across the Curriculum and the Question of Teacher Capacity; Or,What Is Philosophy and Who Can Teach It?

Pre‐college philosophy has proliferated greatly over the last few decades, including in the form of ‘philosophy across the curriculum’. However, there has been very little sustained examination of the nature of philosophy as a subject relative to other standard pre‐college subjects and the kinds of expertise an effective philosophy teacher at this level should possess. At face value, the minimal academic preparation expected for competence in secondary philosophy instruction, compared to the high standards for teaching other subjects, raises questions and concerns. In this paper I make some provisional observations about the subject of philosophy and how it is taught from p4c through to the post‐secondary level. I begin by examining the concept of ‘philosophy across the curriculum’ and offer a working analysis of the main features of philosophy's form and content that enable us to determine its relevance to, and difference from, other subjects. Next, I examine and critique what I term the ‘populist’ conception of philosophy, which correlates to lower expectations of teacher training, and use my own experience of teaching philosophy across the curriculum to shed doubt on the viability of this approach. In the third section I consider what I term the ‘autonomous’ conception of philosophy, which correlates to more stringent expectations of teacher capacity, and explain why it is preferable to the populist conception with some qualifications. I conclude by reflecting on how philosophy compares to other subjects that are advanced cross‐curricularly and argue for more training of high school philosophy teachers.     

外语自主学习中教师的作用

学习者自主性是外语学习的终极目标。本文通过对语言学习者自主的概念、自主学习的前提条件的分析，探讨了教师作用和学习者自主性之间的关系。指出教师的支持和帮助对促进学习者自主学习起着至关重要的作用。     

教师专业自主的概念论争及其思考

“教师专业自主”概念的论争继承了哲学、伦理学等领域对“自主”概念论争的基本视角与传统,也结合了教育与教师工作的专业性特征。“教师专业自主”概念论争的权利与自由、意识、能力、专业特质等视角事实上是对“教师专业自主”这一概念体系中不同概念子集及其基本概念的论述。“教师专业自主”的概念体系性特征是我们深入理解、划分概念的基本出发点和前提。     

Implementation eines wissenschaftlich erprobten,didaktischen Konzepts: Der Einfluss pädagogischer Autonomie auf die Wirksamkeit in der Praxis

There is growing interest in evidence-based interventions that can improve student teachers’ professional development. But how can these interventions be implemented into everyday teacher education practice by teacher educators themselves—without losing their initial, lab-tested effectiveness due to teacher educators’ practical educational autonomy? Through a quasi-experimental field study the following question is investigated: What is the impact of different degrees of educational autonomy (low/middle/high) that 19 teacher educa­tors are granted while implementing an experimentally proven concept into their teacher training courses on the development of the competence to diagnose classroom situations among 261 student teachers? ANCOVAs using planned contrasts indicate that the effectiveness of the concept can be sustained in ‘the real world’ of teacher education practice, even if practitioners—no longer researchers—are responsible for the concept realization; thereby, the highest increase in student teachers’ competence occurred when low educational autonomy was granted, i.e., the concept was implemented closely to the original.     

教师学习视域中的培训模式探讨

教师学习的本义是基于教师的需求,与教师专业成长间具有某种对应性。在教师学习视域中的教师培训模式可以从三个层面思考:一是解释教师学习的标准是相互作用原则,教师的自主性确立了教师培训存在的独特性与有效性;二是搭建"重构概念图式"、"注重学科思维"、"追求教育价值观"教师培训模式框架;三是完善相应教师学习的新机制,即改变教师的教育话语体系,强化沉浸式的现场教学和教育价值观转化力。     

教师自身因素对学生英语自主学习的影响

近年来,自主学习得到我国的教育界的极大关注。根据对自主学习问题的研究,探讨教师自身的因素对推广自主学习的影响,以达到提高教师对自身文化背景、教学理念、教学方法以及课堂教学具体策略与自主学习之间关系的认知,目的是在课堂教学中培养学生的自主学习的能力,深化素质教育。     

个体与组织:教师自主性的二重维度

教师自主性是教师个体人格特征与专业社会化程度的综合表征,它不仅反映了教师个体之间的行为、态度、性情等方面独立性、主动性差异,还是国家教育改革的宏观政策与学校微观政治的具体体现,表现为外部组织环境所规定的教师专业独立活动的范围与可能空间。个体维度的教师自主性提升强调内部的自我完善与发展,组织维度的教师自主性发展强调外部的政策杠杆与赋权。二者是相同事物属性的不同观察维度,是事物互相约定的不同侧面,其表现出的不断变化、不断生长的动态特征,是互为因果的双边调整的结果。客观外部结构是教师自主发展的条件,主体内部结构特征是教师专业成长的基本依据,主客结构的交互作用促成教师自主性内外特征的变化。     

外语自主学习协商式教学模式探究

自主学习是现代教育的显著特征,自主学习意味着＂学习者承担起学习的责任＂。师生协商制定教学目标、设计教学活动、完成考核评价是外语自主学习协商式教学模式的核心。＂协商＂使＂教师赋权于学生＂,从而真正地实现了＂学习者自主＂。协商式教学模式体现了一种灵活、动态、开放的外语教学思想,师生在平等协商对话中实现了课程的创生以及师生的共同成长。     

What are the Bounds of Critical Rationality in Education?

Since Dilthey we have become used to thinking of reason as having a cultural and historical setting. If we take this insight seriously, then critical rationality or critical thinking can no longer be conceived of as context‐free skills. This paper takes up the line of thought that is elaborated by Christopher Winch in his ‘Developing Critical Rationality as a Pedagogical Aim’ and seeks to explicate it by drawing on Ludwig Wittgenstein's concept of ‘language games’ and on the re‐evaluation of ‘thinking’ by Theodor Ballauff (a German philosopher of education who was influenced by Martin Heidegger). The overcoming of a solipsistic and idealistic conception of thinking raises questions regarding the pedagogical settings and aims, as well as the problems over the limits of critique in education. A comparison of Ballauff's and Winch's positions reinforces the sense of the significance of critique: although the role of critical rationality within education is ambiguous and precarious, the investigation of autonomy (as an educational goal) shows that critique cannot be limited in any straightforward way.     

Teachers and the State: forming and re‐forming ‘partnership’

Teachers in the English and Welsh State education system have experienced a changing and turbulent relationship with the State in recent decades. This article adopts a historical analysis and argues that the concept of ‘partnership’ is key to understanding the relationship between teachers and the State in the period since the Second World War. Initially a partnership based on a commitment to welfarist values, professional autonomy and collective bargaining; this has been systematically dismantled and reconstructed as a ‘social partnership’ based on teacher union involvement in workforce reform coupled with a significantly more managerialist conception of professional accountability. Re‐engineering the terms of its partnership with teachers has been central to the State’s restructuring of public education along neo‐liberal lines.     

教育观念能撑起教师教育的大厦吗——对专业型教师教育核心理念的质疑与反省

教育观念不是教师参与教育生活的必需条件,对专业教育观念的过度倚重极易使专业型教师教育患上"观念崇拜症"。反思教育观念的局限,对专业型教师教育的核心理念进行省察是促使教师的教育实践自由生成的行动起点。从观念论走向存在论,从知识论走向文化论,用教师文化的新内涵来统摄教师的完整教育生活,实现教师教育行动的真正自由,是专业型教师教育永葆其勃勃生机的应然出路。     

高中英语自主学习现状小型调查

发展学生的自主学习能力是高中英语课程的总目标之一,是学生获得终生学习能力的必经途径。文章通过对成都市某外语学校高一某班的个案研究了解高中学生英语自主学习的现状,发现高中学生对自主学习虽然有较为感性的认识,但自主的能力还比较有限,在众多影响学生自主学习能力的因素中,教师的作用最为明显。     

A Model of Classroom Coping Strategies

This paper represents an attempt to construct a theoretical model with which to analyse the social context and genesis of classroom coping strategies, thereby linking macro‐ and micro‐factors. I approach this firstly through a critique of A. Hargreaves’ analysis which tends to emphasise macro‐factors and constraints on teacher action. I suggest that this analysis should be balanced and augmented by recognition of more independent and creative action in micro contexts. In the second part of the paper I develop Woods’ work on teacher survival by considering the use of the interactionist concept of ‘self and the phenomenological concept of ‘interests‐at‐hand’ as a means of defining the subjective meaning of ‘coping’, and its implication for classroom processes. I emphasise the importance of teacher biography. Finally a conceptual model which seeks to integrate many macro‐ and micro‐factors which bear on classroom coping strategies is presented.     

"后方法时代"语言教学观与对外汉语教学法体系构建

“后方法时代”语言教学观反思传统方法概念,倡导对教师自主性和创造性的回归,主张构建一个“由下至上”,适应具体教学情景的教学实践者自身的教学理论体系。借鉴这一思想有益于对外汉语教学法体系的完善,结合“方法时代”对外汉语教学法体系构建及其存在的问题,本文主张从更广的视阈,构建一个以教师自主教学为原则的、富有个性化的对外汉语教学法体系,并提出了相应的体系构建模式原型。     

Problematising Critique in Education and Child‐Rearing: Ruhloff's Scepticism

In ‘Problematising Critique in Pedagogy’ Jörg Ruhloff develops a concept of critique that is motivated by a deep concern for the state of humanity. This is a thought‐provoking development of critique, but I find myself disagreeing over, or rather simply unconvinced by, his understanding of the human condition, and, connected to this, of criticism. Referring to Nietzsche, I start by illustrating one way in which a concept of critique such as Ruhloff's may in some sense be implied in educational praxis, focusing mainly on his concern that critique is not domesticated by political, economic, or other forces. In the second section I draw on Stanley Cavell to discuss some contentious aspects of Ruhloff's construal of criticism. Here I focus on Ruhloff's claim to universality, as contained in his appeal to what he calls the condition of human rationality and to a procedure of critical‐transcendental‐sceptical deliberation over the presuppositions of different standpoints. Ruhloff's understanding of criticism exemplifies an attitude that presents itself as a hostility to the ordinary. Connected to this, I sketch a conception of scepticism that is different—viz. more dynamic—than his understanding of it as a kind of methodological tool in the service of exposing presuppositions. Scepticism needs to be acknowledged in existential terms, as inherent to the human condition: a condition of life with language. With further reference to Cavell, the importance of expression, of revealing oneself as an exemplar, can then be emphasised. I conclude, in the third section, by indicating in what sense I find that a commitment to substantial judgements is lacking in Ruhloff's conception of critique and criticality.     

教师学习:专业发展的替代性概念

上世纪九十年代以后,西方研究者们在批判教师专业发展概念的同时提出教师学习概念。教师学习逐渐成为教师教育研究中的主导性概念。概念的更替使得观念发生了转变,一种旨在促进学生有效学习,关注教师学习自主导向,强调工作场景中真实探究,以及倡导学校变革中的持续更新的教师学习观念正在逐渐形成。