不确定时代的多样性和多重性:教育和社会研究敏感背景下的 "疑难知识 "类别

Urszula Markowska‐Manista, Mariusz Baranowski
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引用次数: 0

摘要

本文探讨了当代全球变革中教育和社会研究敏感背景下的 "困难知识 "类别。以人道主义危机、战争、移民和社会经济变革为标志的不确定时代对社会的稳定与安全提出了挑战。疑难知识包括社会、政治和教育领域不可或缺的情绪化的复杂话题,迫使个人和团体面对令人不安的真相,解构人类的理解。布里兹曼(1998 年)提出的这一概念解决了人们在面对历史和社会事件的创伤性表述时在认知和情感上的挣扎。本文强调了教育工作者和研究人员驾驭这些挑战的必要性,在管理其心理影响的同时促进批判性和反思性分析。论文强调了研究人员作为具有同理心的人和客观的专业人员的双重角色,尤其是在极端的实地条件下。此外,文章还讨论了阴谋论作为一种困难知识的含义,强调需要制定促进批判性思维和应变能力的教育战略。文章呼吁更多地关注研究过程的敏感性以及研究和教授疑难知识的道德责任。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Diversity and multiplicity in uncertain times: the category of “difficult knowledge” in the sensitive contexts of education and social research
This article explores the category of “difficult knowledge” within the sensitive contexts of education and social research amidst contemporary global transformations. Uncertain times marked by humanitarian crises, wars, migration, and socio-economic shifts challenge the stability and security of societies. Difficult knowledge encompasses emotionally charged, complex topics integral to social, political, and educational spheres, compelling individuals and groups to confront uncomfortable truths and deconstruct human understanding. This concept, introduced by Britzman (1998), addresses the cognitive and emotional struggles in engaging with traumatic representations of historical and social events. The paper highlights the necessity for educators and researchers to navigate these challenges, fostering critical and reflective analyses while managing their psychological impacts. It underscores the dual role of researchers as both empathetic human beings and objective professionals, particularly in extreme field conditions. Additionally, it discusses the implications of conspiracy theories as a form of difficult knowledge, emphasizing the need for educational strategies that promote critical thinking and resilience. The article calls for greater attention to the sensitivities of the research process and the ethical responsibilities in studying and teaching difficult knowledge.
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