People want to be liberated from education, but they are bound by education. People want to be educated, but they are oppressed by education. This alienation makes people change from the purpose of education to the means of education. In the process of education, people become tools to achieve social goals and are used by others. The philosopher Kant has sharply criticized this kind of anti-humanity education for a long time. He believes that "man is an end" and man can never be a means.
Rousseau, an outstanding western thinker in modern times, first put forward the alienation of human civilization. In his view, the more civilized human beings are, the more degraded their morality is. He believes that alienation is the destruction of human natural morality by intellectual reason. French philosopher Locke, German classical philosopher Fichte, Feuerbach and Hegel all discussed the issue of alienation and put forward different explanations. In Marx's theory, alienation is defined as the opposition between man and his own creation, which is not only manifested in the opposition between man and product, but also in the opposition between man and the creative process, and also in the opposition between man and humanity. The result of this opposition is that "the more power a person spends in labor, the stronger the power he creates for himself and the alien object world, the poorer himself and his inner world, and the less things he has".
Alienation means that people are dominated and enslaved by their own creation. Judging from the emergence of education, the purpose of education is to develop people's wisdom and potential, so that people can live a better and happier life and create more possibilities for people's lives. Human beings have created knowledge and gained freedom and liberation from it. However, judging from today's education, knowledge has not only failed to make people gain more freedom and liberation, but has become an authority governing the development of students. The more education students receive, the weaker their vitality will be, and the more damage will be done to their hearts and morals, which is the alienation of education. Commercialization of learning. Just as hospitals sell drugs and treatments, schools sell knowledge. Schools have become educational shops and knowledge supermarkets. Students are consumers of knowledge, and the more they spend, the stronger their ability will be. At the same time, schools bundle educational goods, students can't decide their own subjects, have no right to choose knowledge, and must consume according to the knowledge set by others, so they are negative consumers.
Puzzlement of learning and education. Just as drug therapy class is considered as health care, people mistake school for education and learning. People lose their autonomy in study and life in their psychological attachment to schools and other institutions, and become passive consumers.
School and education are confused. It denies the value and position of other educational channels, methods and resources. Schools rely on their monopoly position to raise prices. Without thinking, people think that increasing investment in schools can solve all educational problems, and the social investment in schools is also expanding, but the results are not satisfactory. At the same time, all off-campus educational resources are sealed. But in fact, the knowledge we have gained is not only in school. Industrialization. The knowledge taught by traditional schools is packaging knowledge, which is a knowledge system that screens the whole world that people know, extracts personal special experience, leaves those recognized materials, and then arranges, objectifies, abstracts, systematizes and even standardizes them, just like the products on the assembly line in the factory. It is helpful for learners to get a glimpse of the general structure of human civilization knowledge in just over ten years, especially for cultivating people into operators of professional knowledge.
Technicalization. Because academic performance depends on the training level of that set of knowledge, people's thinking tends to be technical. Chinese and mathematics textbooks repeatedly emphasize operation drills and pay little attention to thinking inspiration. It is most suitable for training standardized professional and technical personnel. Only by learning the collective knowledge can people's consciousness become instrumental.
Dogmatization because the knowledge of packaging is divorced from personal special experience, its content and conclusion seem to be beyond doubt. Long-term training of pure packaging knowledge will lead people to dogmatism and make people's thinking dogmatic N.Stromquist, a professor at the School of Education of the University of Southern California, raised an important question to what Professor Huang said at the end of the article: "Does knowledge become a suit, not rooted in science? So the problem still lies in the hegemony of science since the nineteenth century. " Professor Huang agrees that scientific rationality in science is an important source, but scientific activity itself is a process of trial and error, and the "conjecture and refutation" that really promotes scientific research comes from people's keen intuition. Why is it that trial and error and developing intuition have not become a common thinking habit in the scientific and technological society, but a mode of one-way reasoning, application of fragmentary knowledge and standard procedures, which is deeply rooted in contemporary people's cerebral cortex? The black hand behind it is Hegel's "rationality of modern countries". The latter pushes science to the dissection table, pulls out the skeleton of scientific rationality and discards the flesh and blood created by intuition. The knowledge taught in traditional schools is packaging knowledge, which is a knowledge system that is sorted out by screening the whole world that people know, removing personal special experience, leaving those recognized materials, and then classifying, objectifying, abstracting, systematizing and even standardizing. It is helpful for learners to get a glimpse of the general structure of human civilization knowledge in just over ten years, especially for cultivating people into operators of professional knowledge.
However, knowledge of suits is only a part of knowledge. In addition to the knowledge of suits, what has been forgotten for a long time is people's most authentic experience knowledge. A school is like an island of education, separating people from the real world. After entering school, people live in an unnatural "illusory world" of knowledge and can't see the real world. Learning the knowledge of tying system is just like getting on the expressway. For him, the towns along the way are equivalent to road signs that say "Dou Liu", "Toufen" and "Three Gorges". Just like the popular group tour now, you can travel all over Greece and Rome in ten days, but tourists can only wander in the virtual sightseeing streets and admire the historical sites symbolizing the glory of the past, and can't observe Greece and Rome in real life at close range. Therefore, the separation of education process and life process eliminates most people's desire and interest in autonomous learning.
For another example, the history textbooks list a series of textbooks from ancient history, medieval history to modern history. It describes the change of chronology and the laws and regulations of regime change, rather than profound and vivid historical events. There is no dance, no music, only an empty stage with lights and props. When the Indians were in danger of extinction, the chief of Seattle asked the white people, "You can own the land, but can you own the sky?" In view of the white people's indiscriminate killing of wild cattle on the grassland, he deeply felt: "One day animals will disappear from the earth, and the human spirit will die because of great loneliness. This is the voice from the depths of the human soul. When people study history, they explore the world from the common memory of mankind, so as to make the past serve the present. History textbooks only record the skeleton of history, but they are divorced from flesh and blood.
Man's intellectual maturity depends on the richness or poverty of his inner experience of the world. Connecting Ferini's dialogue with his films, casals's Song of Bai Niao and his music, reading Marquez's One Hundred Years of Solitude, and even flipping through the picture books of The Witch and the Black Cat and The Little Prince's Fairy Tale are all easy to impress learners. Being touched means that one's own experience collides with others' experience. After the collision, others' experience can be assimilated into one's own part, and talents will grow and mature accordingly. Let learners penetrate the experience of others, fall into thinking and constantly update their inner world.
Maybe you will say that human experience is subjective and not as reliable as scientific knowledge. Empirical knowledge refers to experience including life experience and thinking experience. People have subjective factors in the process of accepting empirical knowledge, but in the process of subjectively understanding the world, people will naturally filter out its objective components, and the objective knowledge he has obtained is the most authentic knowledge. Relatively speaking, the objective knowledge constantly instilled in the training of collective knowledge becomes false. This dialectical view is explained in detail in the book Childhood and Liberation. )
As early as in ancient Greece, Socrates said that education is the turning point of the soul. Through education, people not only gain the ability to make a living, but also gain the value of life and become noble and valuable people. Modern education separates knowledge from the value of human life, thus taking away the life meaning of educational activities. Under the burden of knowledge, education has become a force to suppress the growth of human nature. Some scholars have pointed out that the relationship between people and knowledge is an encounter, and education cannot impose knowledge on students. Only this kind of encounter knowledge is life-related knowledge, and it can become the educational foundation of people's free development. In ancient times, Aristotle questioned the relationship between knowledge and happiness. In his view, knowledge is not the source of happiness, but morality is the foundation of happiness. Only by combining knowledge with the purpose of life can people get a happy life.
Spanger, an important representative of German cultural pedagogy, believes that education is ultimately not for communication, "but for inducing people's creativity, awakening people's life consciousness and value, and reaching the root of spiritual life movement ... The most fundamental role of education is to awaken people's sleeping consciousness and mind."