The Reflexible Person

R. C. Arnold, Michael Schön
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Abstract

Referring to the European and especially the German education system, this article first identifies that both forms of governance in educational systems as well as pedagogical professionalization have fallen behind. We present new proposals for a substantive and evidence-based reinterpretation and reshaping of what education is and can be and how educational systems can be changed. In order to address these shortcomings, we follow suggestions of a systemic-constructivist pedagogy, and highlight concrete strategies and starting points of an awareness-based system change in the field of educational system development are pointed out. This attempt to not only rethink education, but also to shape it, is based on a critical analysis of the often stagnant internal educational reforms, and the concepts and routines that characterize these stagnant reforms. We hypothesize that, in order to break free from this stagnation, a continuous self-transforming subjectivity of the responsible actors is necessary. This explanatory framework is extended in this article to the figure of the ”reflexible person” (Arnold, 2019a), whose main characteristic is reflexibility, in the sense of being reflexive as well as flexible. The reflexible person possesses practiced and strengthened competencies for observation and reflection including of the self, as well as reinterpretation and transformation. These competences are substantiated and specified as prerequisites and effective conditions for an awareness-based system change in educational systems. In addition, possible ways of promoting and developing them are pointed out.
灵活的人
参考欧洲特别是德国的教育体系,本文首先指出,教育体系中的治理形式和教学专业化都落后了。我们提出了新的建议,以实质性和基于证据的方式重新解释和重塑教育是什么、可以是什么以及如何改变教育系统。为了解决这些不足,我们遵循了系统建构主义教学法的建议,并强调了在教育制度发展领域中基于意识的制度变革的具体策略和出发点。这种不仅要重新思考教育,而且要塑造教育的尝试,是基于对经常停滞不前的内部教育改革的批判性分析,以及这些停滞不前的改革的概念和惯例。我们假设,为了摆脱这种停滞,一个负责任的行动者的持续自我转化的主体性是必要的。本文将这一解释框架扩展到“反身者”(Arnold, 2019a)的形象,其主要特征是反身性,即既具有反身性又具有灵活性。灵活的人拥有经过实践和强化的观察和反思能力,包括自我,以及重新解释和转化的能力。这些能力被证实和指定为教育系统中基于意识的系统变革的先决条件和有效条件。此外,还指出了促进和发展农村教育的可能途径。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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