Education: The Overcoming of Experience
Education: The Overcoming of Experience
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教育：克服经验
DOI：
--
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发表时间：
1983
影响因子：
2.5
通讯作者：
J. Schwille
中科院分区：
文献类型：
--
作者：
Margret Buchmann;J. Schwille
“经验是最好的老师。“在美国，S.在教育方面，人们普遍相信第一手经验的教育价值。例如，教师声称他们从课堂经验中学到了大部分关于教学的知识。同样，当第一手经验是他们所教内容的基础时，孩子们也被认为学得最好。这篇文章质疑那些倾向于第一手经验的假设。首先，我们来看看当教育和第一手经验被描述为等同时，会带来什么。对这种等价性的信念以一种常识性的知识和心灵理论为前提，而科学哲学家发现这种理论是不够的。第二，我们利用对判断的社会心理学的研究来识别错误的推断，这些错误的推断经常是由第一手经验的学习造成的。这些陷阱在关于学会教学的讨论中得到了说明。第三，我们考虑如何第一手经验可以关闭途径的概念和社会变革。例如，从第一手经验中学习往往是混淆了任何事情的必然性。因此，在职业教育的历史上，在实践中学习被认为是使学生适应真实的世界的一种手段，从而抑制了他们的抱负。最后，我们认为基于二手信息的想法比第一手经验更有可能体现真实的和可能的。教育使人们有机会接触到超出第一手经验范围的思想和理论。
"Experience is the best teacher." In U. S. education, there is a common belief in the educative value of firsthand experience. Teachers, for example, claim to have learned from classroom experience most of what they know about teaching. Children, too, are seen as learning best when firsthand experience is the basis for what they are taught. This essay questions the presuppositions that favor firsthand experience. First, we look at what is entailed when education and firsthand experience are described as if equivalent. Beliefs in such an equivalence presuppose a commonsense theory of knowledge and mind that philosophers of science have found to be inadequate. Second, we use research on the social psychology of judgment to identify faulty inferences that frequently result from learning by firsthand experience. These pitfalls are illustrated in a discussion of learning to teach. Third, we consider how firsthand experience can close avenues to conceptual and social change. For example, to learn from firsthand experience is often to confound whatever happens with necessity. Thus, in the history of vocational education, learning by doing was advocated as a means of fitting students to the real world, thereby curbing their aspirations. Finally, we argue that ideas based on secondhand information are more likely than firsthand experience to manifest both the real and the possible. Education gives access to thoughts and theories that are beyond the scope of firsthand experience.