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Old Pedagogies for Wise Education: A Janussian Reflection on Universities
Philosophies Pub Date : 2021-08-03 , DOI: 10.3390/philosophies6030064
Zane M. Diamond

This paper presents a synthesis of time-honoured pedagogical approaches to develop wisdom suitable to address the urgent problem-solving requirement of the modern university. During these last 30 years, I have employed a range of critical, interpretivist, qualitative research methods to examine archival and archaeological evidence and conduct cross-cultural and often comparative and international case studies to study wisdom. My central concern has been to understand how teachers across diverse locations throughout history have learned to develop wisdom and how they have educated others to such understandings. As part of this work, I examined the modern university and its capacity to engage with local knowledge and wisdom. Over the course of analysis, I find that one of the constraints of scaling up institutions for learning wisdom into the now global model of the university is that universities have forgotten how to develop wisdom in the race towards industrialisation, colonisation, and neo-liberalism within the scientific paradigm. One of the early sacrifices of such scaling up was the ability of the university to preserve an intention to develop the wisdom of its students. Therefore, distant memory now is the ideation of wisdom that many societies and civilisations, and their institutions of higher learning, are in danger of forgetting the pedagogical pathway to do so. The paper begins with an examination of the long history of pedagogies for the development of wisdom. I then briefly discuss the methodological aspects of this paper and explain my key terms: information, knowledge and wisdom, followed by an examination of wisdom through the lens of the teaching and learning modalities of the Oral, Written, and Printing. My synthesis of wisdom artefacts and stories about pedagogy suggests that while wisdom is individually sensed, understood, and lived phenomenologically, its meaning is latent, socially agreed, and constrained in terms of how and if universities might cultivate its essential elements. Taking a Janussian backward- and forward-looking view, I propose a remembering and reconnecting approach to educating for wisdom through purposeful consideration of what we know about time-honoured pedagogies for teaching and learning wisdom, what are its current constraints, and what are its future opportunities in the university into the new postmodern, planetary, virtual education era.

中文翻译:

智慧教育的旧教学法:对大学的反省

本文综合了历史悠久的教学方法,以开发适合解决现代大学迫切解决问题需求的智慧。在过去的 30 年里,我采用了一系列批判性的、解释性的、定性的研究方法来检查档案和考古证据,并进行跨文化、经常是比较和国际案例研究来研究智慧。我的主要关注点是了解历史上不同地区的教师如何学会发展智慧,以及他们如何教育他人获得这种理解。作为这项工作的一部分,我研究了现代大学及其吸收当地知识和智慧的能力。在分析过程中,我发现将学习智慧的机构扩大到现在的全球大学模式的限制之一是,大学忘记了如何在科学范式内向工业化、殖民化和新自由主义的竞赛中发展智慧。这种扩大规模的早期牺牲之一是大学保留培养学生智慧的意图的能力。因此,遥远的记忆现在是智慧的概念,许多社会和文明及其高等教育机构都面临着忘记这样做的教学途径的危险。本文首先考察了促进智慧发展的教学法的悠久历史。然后我简要讨论本文的方法论方面并解释我的关键术语:信息、知识和智慧,口头书面印刷。我对智慧人工制品和教育学故事的综合表明,虽然智慧是从现象学上被个体感知、理解和生活的,但它的意义是潜在的、社会认同的,并且在大学如何以及是否可以培养其基本要素方面受到限制。以 Janussian 向后和向前看的观点,我提出了一种记忆和重新连接的方法,通过有目的地考虑我们对历史悠久的智慧教学法的了解,它目前的限制是什么,以及它的障碍是什么。大学进入新的后现代、行星、虚拟教育时代的未来机会。
更新日期:2021-08-03
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