Myrick Florence
Faculty of Nursing, University of Alberta, Edmonton, Alberta, Canada.
Nurs Philos. 2004 Apr;5(1):23-9. doi: 10.1111/j.1466-769X.2004.00164.x.
Abstract In pedagogy, as in life generally, there are moral complexities and ambiguities intrinsic to the teaching-learning process. Within the context of the knowledge economy and globalization those complexities and ambiguities are proliferating. How we as educators address the interface between these complexities is critical to how well we and those we serve fare in the educational and practice environment. With the emergent corporate university culture it would seem that the major goal is to become a 'knowledge factory' or a site of knowledge creation. Increasingly its scientific and technological agenda is to focus on generating knowledge that would further the means and ends of economic growth and public policy. Traditionally, however, education has meant much more than this. Indeed, the original purpose of university education was designed to foster a desire for right conduct and good things which ultimately cannot be neatly packaged and delivered. Within this view, university educators would thus be expected to cultivate a climate of self-reflection in which learning can be fulfilling in itself. This paper explores the notion of globalization and its hegemonic influence on the university agenda and addresses how corporatism, a key dimension of globalization, is in effect usurping the very essence of the teaching-learning process.
摘要 在教育学领域，如同在一般生活中一样，教学过程本身存在着道德复杂性和模糊性。在知识经济和全球化背景下，这些复杂性和模糊性正在不断增加。作为教育工作者，我们如何应对这些复杂性之间的交叉点，对于我们以及我们所服务的人在教育和实践环境中的表现至关重要。随着新兴的企业大学文化的出现，主要目标似乎是成为一个“知识工厂”或知识创造场所。其科学技术议程越来越侧重于生成有助于推动经济增长和公共政策手段及目标的知识。然而，传统上，教育的意义远不止于此。事实上，大学教育的最初目的是培养对正确行为和美好事物的渴望，而这些最终无法被整齐地打包和交付。在这种观点下，大学教育工作者因此应该营造一种自我反思的氛围，在这种氛围中学习本身就可以是充实的。本文探讨全球化的概念及其对大学议程的霸权影响，并探讨社团主义这一全球化的关键维度实际上是如何篡夺教学过程的本质的。
