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Practical Turn Of Pedagogy Knowledge With The Perspective Of Postmodern Mode Of Knowledge

Posted on:2008-07-26Degree:DoctorType:Dissertation
Country:ChinaCandidate:W G ShenFull Text:PDF
GTID:1117360215499661Subject:Principles of Education
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Pedagogy has been facing crisis on every side such as theory function, discipline independence, knowledge words, etc. Many researchers have probed into ways out of crisis from different angles of view, but we are disappointed for the result. The ways of solving questions have something to do with the mode of thinking. Perhaps there is problem in one mode of thinking, but not a problem in the other. It seems that pedagogy crisis would be an outstanding question forever. Why? I think the most important reason is the mode of thinking for pedagogy knowledge. Though many kinds of ways have been put forward for breaking away from crisis, which all belong to the same mode of thinking—modernism. It holds the idea that natural science is the criterion of knowledge with the perspective of modernism knowledge mode, which is wrong mode of thinking for pedagogy knowledge. It is inevitable to face the result of trying to go south by driving the chariot north. Postmodernism provides us a new mode of thinking about pedagogy, and postmodern mode of knowledge offers concrete angle of view on analyzing it.Postmodernism, emphasizing difference, non-center, uncertainty, tolerance, value and multiplicity, and caring for the marginal and the vulnerable, emerges in modern society and it challenges to the ideas of modernism of advocating certainty, center, foundation and authority. Knowledge mode is the criterion of producing, pleading, disseminating and applying for knowledge. Every kind of knowledge mode has its corresponding viewpoint of pedagogy knowledge. With the perspective of modernism knowledge mode, seeking for the standard of natural science is the goal of pedagogy knowledge. With the perspective of postmodern mode of knowledge, innate trait of pedagogy manifests itself and it is characteristic of value, humane, culture, history and openness. It is not right that pedagogy knowledge is evaluated with standard of natural science. Theory of everyday life by Angles and others, which heralded critical theory of daily practice, lays a foundation of studying education practice. Everyday life is an abject area as thing-in-itself, which is characteristic of repetition, custom, pragmatism, situation and resistance and daily education practice also shows corresponding traits. Tacit knowledge and native knowledge are understood well, which have been influencing education practice strongly. We think education practice is the origin of pedagogy knowledge and secrets of education are concealed in it. Studying practice is a new angle for finding a way out of pedagogy crisis.Great changes have taken place in concrete education practice including curriculum, the role of teacher, and the status of student, learning style and teacher-student relations, which produce a great impact on pedagogy knowledge. The eighth curriculum reform is being carried out in china with the perspective of postmodern mode of knowledge, which was reflected in the dissertation.By inspecting on circumstances of pedagogy textbook, looking back on history andcurrent status, we find pedagogy knowledge very poor. There are two reasons for the poor condition. Firstly, wrong cognition caused improper pursuit with the perspective of modernism knowledge mode; Secondly, deviating from practice means losing growing point of knowledge; thirdly, by studying the changes of pedagogy educators' academic background at different period, we find the truth that pedagogy knowledge has relations with the vocational experience and it provides the basis of history and realization for turning to the education practice. By studying practice reason of pedagogy knowledge, we find it has abundant traits of practice reason including reality, value, creativity and purpose, which also provide logical and essential proof for the last turning to practice.With the perspective of postmodern mode of knowledge, we come to the conclusion that pedagogy knowledge should turn to the education practice. Firstly, absolute superior power of theory should be given up and practice should be reviewed and seen as the real homeland of pedagogy, which also provides a new angle for finding a way out of educational theory function crisis; Secondly, many changes have taken place in research paradigm which shows complexity, anti-essentialism, narrative method and research stress; Thirdly, pedagogy knowledge should "say" its words by itself by turning to daily education practice because it is concealed by science words, other disciplines words, social power words and the West words. Turning to practice is not only the reflection of pedagogy knowledge with the perspective of postmodern mode of knowledge, but also the conclusion of the dissertation.
Keywords/Search Tags:knowledge mode, postmodern mode of knowledge, pedagogy knowledge, pedagogy, education practice
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