Abstract rationality in education: from Vygotsky to Brandom
Abstract rationality in education: from Vygotsky to Brandom
复制标题
教育中的抽象理性：从维果茨基到布兰登
DOI：
--
复制
发表时间：
2007
期刊：
影响因子：
--
通讯作者：
J. Derry
中科院分区：
文献类型：
--
作者：
J. Derry
抽象理性日益成为当代教育研究和实践的攻击对象，取而代之的是实践理性和情境思维。这里的论点是，这其中遗失了一些东西。为了说明我们可能如何思考这一问题，本文对维果茨基因致力于启蒙计划而将抽象理性视为思想顶峰的指控做出了回应。反对这一点的是，有人认为维果茨基对理性及其职权的理解要复杂得多。本文首先考察了维果茨基在詹姆斯·韦尔奇作品中的形象，特别是他声称维果茨基是一个矛盾的理性主义者，接着提供了关于维果茨基的叙述，纠正了这一图景，并根据罗伯特·布兰登的工作发展了这一点，他分享了维果茨基对黑格尔的继承。这篇文章指向的结论是，维果茨基作品的哲学基础提供了与抽象理性截然不同的理性和认识论概念，这对教育研究具有重要意义。
Abstract rationality has increasingly been a target of attack in contemporary educational research and practice and in its place practical reason and situated thinking have become a focus of interest. The argument here is that something is lost in this. In illustrating how we might think about the issue, this paper makes a response to the charge that as a result of his commitment to the ‘Enlightenment project’ Vygotsky holds abstract rationality as the pinnacle of thought. Against this it is argued that Vygotsky had a far more sophisticated appreciation of reason and of its remit. The paper proceeds first by examining the picture of Vygotsky that is presented in the work of James Wertsch, and especially his claim that Vygotsky was an ambivalent rationalist, goes on to provide an account of Vygotsky that corrects this picture, and develops this in the light of the work of Robert Brandom, who shares Vygotsky’s inheritance of Hegel. The conclusion towards which this piece points is that the philosophical underpinnings of Vygotsky’s work provide a radically different idea of rationality and epistemology from that characterised as abstract rationality and that this has significance for education studies.