Crossing Disciplines: Postmodernism and Democratic Education
Crossing Disciplines: Postmodernism and Democratic Education
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跨学科：后现代主义与民主教育
DOI：
10.1080/87567559809596261
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发表时间：
1998
期刊：
影响因子：
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通讯作者：
Jessica J. Kulynych
中科院分区：
文献类型：
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作者：
Jessica J. Kulynych
现代主义对权力的丰富理解，对解释课堂中的权力关系以及教学事业的整体学科性质具有重要意义。这种方法可以使我们更好地理解今天民主教育的局限性和可能性。尽管大学课堂在某些重要方面是培养公民意识的场所，但教学策略必须对政治和社会世界的变化敏感，并具有足够的灵活性，以培养出准备迎接当代民主挑战的学生。在大学生活的某个时候，学生应该从学生/科目过渡到公民（如果他们还没有）。换句话说，民主教育的任务是培养能够并愿意作为社会参与者的公民，而不是不知情的社会产物。课堂上权力关系的正常化与社会日益正常化的本质没有什么不同。在这样一个世界里，我们的行为方式与我们如何理解自己之间存在着至关重要的联系。如果学生学习如何运用关键能力，
modernism's rich understanding of power can aid significantly in interpreting power relationships within the classroom as well as the overall disciplinary nature of the enterprise of teaching. Such an approach can provide us with a better understand ing of the limits and possibilities of democratic education today. Insofar as college classrooms are, in some impor tant ways, training grounds for citizen ship, teaching strategies must be sensitive to changes in the political and social world, and flexible enough to produce students prepared to meet the challenges of contemporary democracy. At some point during the college experience, stu dents ought to make the transition (if they have not already) from student/subjects to citizens. In other words, the task of democratic education is to produce citizens who can and will act as participants in their soci ety, as opposed to unwitting products of it. The normalizing power relationships in the classroom are not unlike the increas ingly normalized nature of society gener ally. In such a world, there is a crucial link between how we behave and how we understand ourselves. If students learn how to exercise critical capacities or