《一开始就是公地:作为文化公地再生实践的变革性学习》

Aftab Omer, M. Schwartz
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引用次数: 0

摘要

文化是传播人类能力的媒介。在这方面,文化可以被理解为一种公地,它对其他形式的公地的未来至关重要。公地的再生与民主化和伙伴关系有着内在的联系。当教育被市场主导时,使人们能够讲真话的共享意义被市场所利用。如果教育机构听命于市场和国家,那么教育既不可能是公地,也不可能为公地服务。我们可以把这种情况定义为学习的封闭环境。变革性学习有助于从利用公共资源的心态转变为再生公共资源的心态。事实上,在转型学习中发生的核心转变是将意识从身份封闭中解放出来。这种解放为从亲密到全球的伙伴关系能力的增长奠定了基础,这对保护和再生公地至关重要。一种转变的教育寻求将文化重新神圣化和再生,使其成为一种公共资源,从而能够以伙伴关系为基础,照顾所有其他形式的公共资源。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
In the Beginning was the Commons: Transformative Learning as Praxis for Regenerating the Cultural Commons
Culture is the medium through which human capabilities are transmitted. In this respect, culture may be understood as a commons that is consequential to the future of other forms of commons. Regenerating the commons is inherently and intrinsically associated with democratizing and partnering. The commons of shared meanings that enable truth telling are exploitable by the market when education is dominated by the market. If educational institutions are at the behest of the market and the state, education can neither be a commons nor be in the service of the commons. We can frame this circumstance as an enclosure of learning. Transformative learning facilitates a shifting from the mindset of exploiting the commons to a mindset of regenerating the commons. In fact, the core transformation that occurs in transformative learning is the liberation of awareness from identity enclosure. Such a liberation prepares the ground for growing partnership capabilities from the intimate to the global, essential for preserving and regenerating the commons. An education that transforms seeks to re-sacralize and regenerate culture as a commons, which can then enable partnership-based care towards all other forms of commons.
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