‘Enculturation’: Acquisition of conceptual blind spots and epistemological prejudices
‘Enculturation’: Acquisition of conceptual blind spots and epistemological prejudices
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“文化适应”：概念盲点和认识论偏见的获得
DOI：
10.1080/01411920123822
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发表时间：
2001
影响因子：
2.3
通讯作者：
Wolff‐Michael Roth
中科院分区：
文献类型：
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作者：
Wolff‐Michael Roth
传统的科学教学依赖于“粉笔和谈话”。近年来，“真正的科学”已经成为一个替代的口号，许多教育工作者很容易采用到他们的教学话语，因为它是与“让学生做真实的东西”。然而，当真正的科学没有伴随着对更普遍的知识表示的反思时，也可能意味着使学生适应（更糟糕的是，灌输）特定的认识论。在这篇文章中，作者提供了两个例子，说明生态学学生被特定意识形态所同化的无形方式。讲座和教科书中的话语和数学表述的未反映的事实性，使世界似乎是可类型分解的（成变量），这些变量具有清晰的、数学上完全确定的关系（拓扑）。这样，学校科学与灌输有某种相似之处。作者最后建议，科学（或数学，他的...
Traditional science teaching has relied on 'chalk and talk'. In recent years, 'authentic science' has become an alternative slogan that many educators easily adopted into their pedagogic discourses, for it was associated with 'getting students to do the real stuff'. However, authentic science when it is not accompanied by reflection on representations of knowledge more generally, can also mean to enculturate (and worse, indoctrinate) students to a particular epistemology. In this article, the author provides two examples of invisible ways in which students of ecology are enculturated to particular ideologies. The unreflected matter-of-factness of the discursive and mathematical representations in lectures and textbooks makes the world appear to be typologically decomposable (into variables) which have clear, mathematically fully determined relationships (topologies). In this way, school science has a certain likeness with indoctrination. The author concludes by suggesting that science (or mathematics, his...