教育科学 ›› 2024, Vol. 40 ›› Issue (2): 31-37.

• “双减”政策专题研究 • 上一篇    下一篇

“双减”来敲门:教育时间的圆性转向*

邹红军1, 田雪2   

  1. 1.华中师范大学 教育学院,湖北 武汉 430079
    2.东北师范大学 教育学部,吉林 长春 130024
  • 出版日期:2024-03-15 发布日期:2024-07-02
  • 作者简介:邹红军(1992- ),男,重庆人,华中师范大学教育学院副教授、硕士生导师,北京师范大学博士后研究人员,主要从事教育基本理论、教育技术哲学研究;|田雪(1996- ),女,湖北武汉人,东北师范大学教育学部博士生,主要从事课程与教学基本理论研究。
  • 基金资助:
    * 国家社会科学基金教育学2022年度青年项目“数字化时代的主体性危机与教育应对研究”(CAA220307)

“Double Reduction” Comes Knocking: the Circular Turn in Educational Time

Zou Hongjun1, Tian Xue2   

  1. 1. College of Education, Central China Normal University, Wuhan Hubei 430079, China
    2. Faculty of Education,Northeast Normal University, Changchun Jilin 130024, China
  • Online:2024-03-15 Published:2024-07-02

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摘要：

“双减”在很大程度上可以被视为一场面向“教育时间”的改革,是改造、重构教育时间的“关键事件”。哲学对“时间”内涵的丰富揭示为理解学业负担中的时间提供了丰富的理论资源。现代社会中的时间问题根源于技术加速,“技术-时间”的扩散使得外在性时间不断挤压内在性时间,加剧人们对于教育时间的争夺。作为一种时间改革,“双减”叩开了“教育时间”从“线性超越”到“圆性回归”的逻辑转向,也即外在时间转向内在时间的尼采式回归,前者表现为“线性超越”逻辑支配下的教育时间超前化、填充化与形式化,后者体现为“圆性回归”观对于教育“瞬间”价值的发现与强调。教育“瞬间”价值的不断敞开对于“双减”的有效落地以及缓解日趋紧张的教育竞争具有重要意义,它要求扭转教育竞争的线性时间观、重视基于瞬间的教育敞开性以及警惕“技术-资本”的加速度。

关键词: 时间, 教育, 双减, 学业负担, 尼采

Abstract:

To a large extent, the Double Reduction can be regarded as a reform oriented to “educational time”, a “key event” in the transformation and reconstruction of educational time. Philosophy’s rich exploration of the connotation of “time” provides extensive theoretical resources for understanding time in the context of academic burden. The problem of time in modern society is rooted in the acceleration of technology, and the proliferation of “technology-time” has caused external time to continuously squeeze internal time, intensifying the competition for educational time. As a form of time reform, the “Double Reduction” initiative introduces a logical shift in “educational time” from “linear transcendence” to “circular return”, that is the Nietzschean return of outer time to inner time. The former manifests in the logic of “linear transcendence,” characterized by the advancement, padding, and formalization of educational time, while the latter emphasizes the “circular return” perspective, highlighting the value of the educational “moment”. The continuous unveiling of the value of education's “moment” is of great significance for the effective implementation of the “Double Reduction” and the alleviation of increasingly intense educational competition. This requires reversing the linear view of time in educational competition, focusing on the openness of education based on the moment, and being vigilant about the acceleration of “techno-capital.”

Key words: time, education, Double Reduction, academic burden, Nietzsche

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