重新想象教师本质和教学研究——专访美国哥伦比亚大学大卫·汉森教授

摘要

访谈邀请哥伦比亚大学教师学院(Teachers College at Columbia University)教育历史与哲学专业的大卫·汉森(David Hansen)教授,就其最近几年开展的"作为个人的教师"课题研究,进行几个问题的探讨:(1)什么是在教育研究中融合哲学和人类学的人文学科研究方法;(2)为什么在研究项目中使用"person"(个人)这个概念而不采用其他相近的概念;(3)汉森教授所做的"关于在当今时代作为个人的教师意味着什么"的教师研究有何突出特点;(4)这一研究体现了汉森教授什么样的研究发展历程;(5)在教师面临诸多挑战的今天,如何支持教师去回应他们最初的教学使命.汉森教授对这些问题的阐述,提醒我们要回到教师作为人的原点上去反思教师教育研究和实践的意义.除了用科学的范式把教师作为评价、管理或研究的对象,还更需要用人文学科的范式去理解教师,真正把教师当作教育研究者的同行.%The interview encompasses the following themes about Dr.Hansen's recent project with teachers.(1) What does it mean to fuse philosophy and anthropology in educational research? (2) Why deploy the concept "person" rather than other similar terms such as self, individual, and identity? (3) What is distinctive about Dr.Hansen's methodological approach toward thinking about persons, including what it means to be a person in the role of teacher today? (4) How does this approach reflect the career-long research path Dr.Hansen has taken? and (5) How can we support teachers who are confronted with many challenges to respond to their original sense of calling? The value of Dr.Hansen's discussion about these issues is that he reminds us of the need to go back to the common sense that teacher is a person.We should not only evaluate teachers as subjects of scientific standards but also understand teachers in a humanistic way and take teachers as the colleagues of educational research.