Teacher education as uneven development: toward a psychology of uncertainty
Teacher education as uneven development: toward a psychology of uncertainty
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教师教育发展不平衡：走向不确定性心理学
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发表时间：
2007
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通讯作者：
Deborah P. Britzman
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作者：
Deborah P. Britzman
我解构了以从不成熟到成熟的时间顺序为前提的发展神话。更一般地说，我认为这种想象中的进步是任何教育的基本愿望，教育既被定义为从无知到知识的运动，又有助于防止倒退、仇恨和不从经验中学习的问题。我提出了一种发展不平衡和“脱节”的观点，这种观点因教师教育所在的后现代大学而变得陌生。然后，我认为发展是一个试图了解拒绝被了解的思想的问题，作为对他人的责任，并能够包含挫折或经验。为了提出这个论点，我并列了三种以不确定性和不平衡问题为中心的发展观：关注心灵的心理学家威廉·詹姆斯、关注世界的哲学家汉娜·阿伦特和关注情感关系的精神分析学家威尔弗雷德·比昂。带着这些观点，我提出了教师教育伦理。
I deconstruct the myth of development that presupposes a chronology from immaturity to maturity. More generally, I suggest this imagined march of progress serves as a foundational wish for any education that is at once defined as the movement from ignorance to knowledge and serves to defend against the problem of regression, hatred, and not learning from experience. I propose a view of development as uneven and as ‘out of joint,’ made stranger by the postmodern university where teacher education occurs. I then consider development as a problem of trying to know the mind that resists being known, as responsibility for the other, and as capable of containing frustration, or experience. To make this argument, I juxtapose three views of development that centre the question of uncertainty and unevenness: William James the psychologist who focused on the mind, Hannah Arendt, the philosopher who focused on the world, and Wilfred Bion, the psychoanalyst, who focused on affective relationships. With these views, I propose an ethics of teacher education.