ABSTRACT

This article charts some of the historical paths that have helped bring forth, in late-modern societies, what I call scientised educational discourses and practices. Though the project of forming the ‘scientific man’ can be traced back to the nineteenth century, it is argued that the nature of the project changed once it became aligned with the Cold War sciences, especially cybernetics, computer science and psychology. How former military scientists and researchers from various disciplines generated algorithmic and computational ideas of the human mind that entered the fields of education, teaching and learning during the Cold War era is reconstructed. These ideas not only had a decisive role in shaping scientised subjects such as the lifelong learner, they also inspired the emergence of new scientific disciplines. One example is the field of empirically based educational research in West Germany, which – in its ‘scientised form – was not very well established in West Germany prior to the 1960s.

摘要

本文描绘了一些历史路径，这些路径有助于在后现代社会中产生我所说的科学化的教育话语和实践。虽然形成“科学人”的计划可以追溯到 19 世纪，但有人认为，一旦它与冷战科学，尤其是控制论、计算机科学和心理学相一致，该计划的性质就发生了变化。重建了冷战时期进入教育、教学和学习领域的前军事科学家和来自各个学科的研究人员如何生成人类思维的算法和计算思想。这些想法不仅在塑造终身学习者等科学学科方面发挥了决定性作用，而且还激发了新科学学科的出现。