3月19日，ECNU Review of Education第3卷第1期在SAGE journals公开发行，教育学系游韵副教授，范国睿教授及其研究生邹嘉欣发表2篇英文学术论文。
游韵老师作为联合客座主编，与Iveta Silova和Jeremy Rappleye两位学者共同策划组织了本期特刊——在教育研究中超越西方视野：关于我们相互依存之未来的深入对话。邀请来自不同国家的7位研究者就这一主题从东西方哲学、去殖民性和生态女性主义的视角展开对话。
Iveta Silova和Jeremy Rappleye两位学者曾于2019年5月到访教育学系，并为研究生开设了《超越西方视野：重新审视教育、价值观与政策转移》全英文短课程。
游韵老师发表的论文为Learning experience: An alternative understanding inspired by thinking through Confucius.
Abstract
This article aims to provide an alternative understanding of learning experience in contrast to the dominant constructivist interpretation, and discuss its implication for pedagogy.
The aim is specifically achieved in the comparison between a review of how experience is understood in constructivism and its philosophical underpinnings and an exploration of how it can be understood alternatively inspired by Confucius’ educational thought and premised on his ontology. Drawing on this philosophical discussion, learning experience is reinterpreted.
Beyond rationally translating experience into knowledge or gaining knowledge on the basis of experience, learning leads students to immediately and consistently experience dao in which tian and ren harmoniously unit. This experience renders aesthetics and religiousness in learning and moral transformation in life events.
By illustrating this ontological alternative of learning experience, this article is an attempt to fundamentally decolonize thinking about pedagogy.
Keywords
Confucius, constructivism, experience, learning experience, pedagogy
范国睿老师及其研究生邹嘉欣发表了一篇政策评论Refreshing China’s Labor Education in the New Era: Policy Review on Education Through Physical Labor
Abstract
This study reviews China’s labor education theories and policies to reveal the main objectives, contents, and methods of the new era, as well as analyzes future development in labor education.
In addition to reviewing the relevant labor education theories, this study examines China’s labor education policies using historical documents and current policy texts. Marxist and traditional approaches to labor education, as well as the historical development of education in China, provide the macroscopic backdrop of this study’s analysis of the persistence and innovativeness of China’s labor education policies.
China’s labor education policy has placed labor education on the same level as that in morality, intellect, sports, and aesthetics, thereby endowing labor education with new meaning. Labor education seeks to cultivate workers with all-round physical and mental development. Becoming more varied over time, labor education now involves the cultivation of skills, technological capacities, creative thinking, labor habits, and emotional development. Approaches and methods include formal programs and teaching, education in daily life at home and school, as well as practical activities outside of school.
This study identifies the meaning of labor education in different eras and analyzes the objectives, contents, and methods of China’s current policies on labor education, as well as its future developmental trends. In doing so, this study provides a useful reference for the implementation of labor education in elementary and middle schools.
Keywords
Combination of education and productive labor, comprehensive human development, labor education, Marxist thought in education
