摘要
教育的目标不仅仅是公共知识的掌握,更应该是智慧的养成。个人知识是教育实现“转识成智”的操作概念。藉由个人知识,教育发现了通往智慧的可行路径个人知识的情境性决定了教育实践的生活世界取向,个人知识的介入性决定了教育实践的体验取向,个人知识的意会性决定了教育实践的表达取向,个人知识的建构性决定了教育实践的理解取向,个人知识的实践性决定了教育实践的效用取向。
The goal of education focuses not only on the command o（ common knowledge, but also on cultivating intelligence. Individual knowledge is an operational concept of transforming knowledge into intelligence. Relying on individual knowledge, education finds its feasible way to intelligence. That is, the circumstance of individual knowledge determins the life world orientation of education practice, the intervention of individual knowledge determins the experience orientation of education practice, the sensibility of individual knowledge determins the expression orientation of education practice, the construction of individual knowledge determins the understanding orientation of education practice, the practice of individual knowledge determins the effectiveness orientation of education practice.
出处
《教育研究》
CSSCI
北大核心
2006年第1期10-15,共6页
Educational Research
关键词
个人知识
智慧
意会性
建构性
转识成智
individual knowledge, intelligence, nature of sense, construction, transforming knowledge to intelligence
