New biological rationalities in education
New biological rationalities in education
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教育中的新生物学合理性
DOI：
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发表时间：
2018
期刊：
影响因子：
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通讯作者：
B. Baker
中科院分区：
文献类型：
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作者：
Kalervo N. Gulson;B. Baker
生物学和教育之间的关系由来已久，而且总是充满着危险和可能性。在许多西方民主国家，生物学学科一直是关注学习的教育研究的关键部分，特别是在进化心理学领域，如认知负荷理论（如Paas， Van Gog, & Sweller, 2010）。相反，学术生物学与致力于平等的社会学教育研究的关系要困难得多。从骨相学，到天赋、技能和职业生涯的基因决定论，到对智力的家庭传递和智商量化的信念，到优生学话语的全球化，到谁能进入由白人将“原始”和“黑人”身体评估为“青少年种族”所驱动的学校的种族化，到道德的性别化，到寻找残疾，任何被指定为“生物”的东西都已经受到了批评，因为它使现存的本体论等级的特定偏见和偏好合法化和授权（Baker, 2002; Chitty, 2007）。在整个19世纪早期，在整个20世纪及以后，对“教育中的生物学”的大部分回应都遵循了其他学科的趋势，认为看起来像生物学的东西是社会建构的，历史特定的，不均匀的操作化的，不是普遍的。然而，在21世纪的头几十年里，我们看到了另一种可能无法完全归结于之前辩论的东西。例如，一些在社会建构主义运动中受到争议的概念，正在学院内外被重新设计。当代社会是由与人类基因组完全测序后的时期（Meloni, 2016）有关的生物思维潜力的新形式或主张（Carey, 2012; Doidge, 2007）构成并与之抗衡的。表观遗传学和神经科学等领域是“生物生命可以被有意引导”可能性的一部分（Mansfield & Guthman, 2015, p. 12，原文强调）。虽然这些领域正在产生新的话语刺激，使关于生物学的支持/反对心理的旧分歧活跃起来，在某些情况下，声称告知和融合教育的目的（Ritchie, Bates, Der, Starr, & Deary, 2013），而在其他情况下，被视为包装在新的，闪亮的技术中的旧威胁（Gillborn, 2016）。我们认为，还有其他维度的刺激和参与，不能简化为过去-现在-未来的空间化或支持/反对心理，也不能纯粹解释。还有其他一些事情正在发生，但很难指出是什么；这产生了回响，庆祝，排斥，忧虑，担忧，对新的可能性的兴奋，快乐的发明，恐惧
The relationship between biology and education has been one that is long-standing and always fraught with danger and possibility. In many Western democracies, yet not reducible to such, the discipline of biology has been a key part of educational research focused on learning, especially in the area of evolutionary psychology such as cognitive load theory (e.g. Paas, Van Gog, & Sweller, 2010). Conversely, academic biology has had a much more difficult relationship with sociological educational research dedicated to equality. From phrenology, to genetically deterministic accounts of aptitudes, skills and professional life, to beliefs in family transmission of intelligence and the quantification of an intelligence quotient, to the globalization of eugenic discourse, to the racialization of who can attend a school driven by White assessments of ‘primitive’ and ‘Black’ bodies as ‘adolescent races’, to the sexualization of morality, to the hunt for disability, whatever has been designated as ‘bio’ has already been critiqued for the ways in which it legitimates and authorizes particular prejudices and preferences for extant ontological hierarchies (Baker, 2002; Chitty, 2007). Across the early nineteenth century, throughout the twentieth and ongoing, much of the response to ‘biology in education’ has thus followed other disciplinary trends in arguing that what looks like biology is socially constructed, historically specific, unevenly operationalized and not universal. The first decades of the twenty-first century have, however, seen something else play out that is, perhaps, not entirely reducible to the preceding debates. Some of the notions that were disputed by the social constructivist move, for instance, are being reworked both within and outside the academy. Contemporary societies are constituted by and contend with new forms of, or claims made about, the potentialities of biological thinking (Carey, 2012; Doidge, 2007) that are connected to the period after the human genome was completely sequenced (Meloni, 2016). Fields such as epigenetics and neuroscience are part of the possibility that ‘biological life can be purposely directed’ (Mansfield & Guthman, 2015, p. 12, emphasis in the original). While these fields are generating new incitements to discourse that animate older divisions around the for/against mentality in regard to biology, in some cases claiming to inform and converge with education’s purposes (Ritchie, Bates, Der, Starr, & Deary, 2013) and in others being perceived as old threats packaged in new, shiny technologies (Gillborn, 2016), there are other dimensions to the incitements and engagement that we believe are not reducible to or purely explicable by past–present–future spatializations or for/against mentalities. Something else is going on that is difficult to put the finger on; that generates reverberations, celebrations, repulsions, worries, concerns, excitement at new possibilities, joyful inventions, fears about