Education as Transformation
Education as Transformation
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教育作为转型
DOI：
10.1007/978-94-6209-566-3_2
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发表时间：
2014
期刊：
影响因子：
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通讯作者：
Isaac Prilleltensky
中科院分区：
文献类型：
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作者：
Isaac Prilleltensky
当学者、政治家和倡导者在教育改革中争夺你的注意力和你的选票时，有标准来评估他们的建议是很有用的。本章的目标是介绍健全的教育政策、计划和实践的标准。有了标准，我们将在第二章的末尾对不同的教育范式进行评估，其中的一部分出现在全球许多教育改革努力中。在本章的最后，我将分析心理学在教育中作为变革的作用。为了给教育改革提供标准，我认为教育应该是变革性的。我将解释为什么它应该是变革性的，以及它应该如何做到这一点。首先，我会说，教育应该是变革性的，因为它必须促进两个基本的人类价值观：健康和公平。健康和公平都是毕生的追求。我们既不是与生俱来的，也永远不会达到完美。教育必须是一种变革的力量，把我们从健康和公平的形成阶段带到更高的阶段。为了实现健康和公平，教育必须设法启发和改变两个实体：个人和系统。人和结构密不可分，教育应帮助我们辨别两者之间的联系，并协调它们，以促进更好的生活质量和更好的社会。实现健康和公平的个人和制度转型有多种途径，但在本章中，我将集中讨论两个基本途径：能力和参与度。能力与自我效能感、掌握能力和控制感有关；而参与指的是积极参与、所有权、相关性和意义创造。在教育变革的整体背景下，健康、公平、个人、制度、能力和参与度为开始评估相互竞争的愿景的优点提供了一个模板。在探讨了教育的这六个维度之后，我将比较和对比两种截然相反的教育范式。第一种被称为流失方法；这是一个代表赤字导向型、反应型、疏离型和个人主义模式的缩写。第二种是SPEC方法，代表基于力量的、预防性的、赋权的和基于社区的方法。正如我将展示的，教育政策可以根据他们关于能力(优势或缺陷)、参与度的哲学进行分析。
When academics, politicians, and advocates vie for your attention–and your vote–in educational reform, it is useful to have criteria to evaluate their proposals. The goal of this chapter is to introduce criteria for sound educational policies, programs, and practices. Equipped with criteria, we will evaluate towards the end of the chapter two contrasting educational paradigms, parts of which are present in many educational reform efforts around the globe. Towards the end of the chapter I will analyze the role of psychology in education as transformation. To provide criteria for education reform, I will argue that education should be transformative. I will explain why it should be transformative, and how it should do so. To begin with, I will claim that education should be transformative because it must promote two fundamental human values: wellness and fairness. Both wellness and fairness are lifelong pursuits. We are neither born with them, nor do we ever achieve perfection. Education must be a force of change, to take us from formative stages of wellness and fairness, to higher ones. To achieve wellness and fairness, education must seek to enlighten and transform two entities: individuals and systems. People and structures are inextricably linked, and education should help us discern the connections between the two, and harmonize them for the promotion of better quality of life and better societies. There are multiple avenues for the transformation of individuals and systems to achieve wellness and fairness, but in this chapter I will concentrate on two essential ones: competence and engagement. Competence pertains to self-efficacy, mastery, and sense of control; whereas engagement refers to active participation, ownership, relevance, and meaning-making. In the overall context of educational change, wellness, fairness, individuals, systems, competence and engagement provide a template to begin assessing the merit of competing visions. Following an exploration of these six dimensions of education, I will compare and contrast two opposing paradigms of education. The first is called the DRAIN approach; an acronym that stands for deficit-oriented, reactive, alienating, and individualistic models. The second, the SPEC approach, stands for strength-based, preventive, empowering, and community-based approaches. As I will show, educational policies can be analyzed according to their philosophy on capacities (strengths or deficits), engagement