如题。
转:
[extract from Act One of The History Boys by Alan Bennett]
Classroom
T : So we arrive eventually at the less-than-startling discovery that so far as the poets are concerned, the First World War gets the thumbs-down. We have the mountains of dead on both sides, right... "hecatombs", as you all seem to have read somewhere....Anybody know what it means?
S1 : "Great public sacrifice of many victims, originally of oxen."
S2 : Which, sir, since Wilfred Owen says men were dying like cattle, is the appropriate word.
T : True, but no need to look so smug about it. What else? Come on, tick them all off.
S3 : Trench warfare.
S4 : Barrenness of the strategy.....[different suggestions from students]
S5 : Collapse of Weiner Republic. Internal disorder. And... The Rise of Hitler !!
通识教育的困境,是有普遍性的。为什么?因为通识教育的无用性和现实教育的功利性产生了冲撞,通识教育的不均一性与现实教育的统一性背道而驰。Hector要教的,是能用感性看待历史的,多样化的,有血有肉的学生;而Tom要教的,是用理性看待历史的,制服化的,有着英国精英分子那种克制的学生。(尽管对学生的要求是摆脱制服化,提出标新立异的主张。但正如莎士比亚说的:没有比想要不平凡更平凡的事了。)
通识教育是什么?是培养全人的教育。怎么样的人生是完整的?不是冷冰冰地看待世界的人生,不是纯理性的,不是功利性的,而是有丰富情感的,有艺术视角的,去体验过,感受过的人生。但是这种教育的表现,很大程度是看似完全无实用性的艺术教育,这也是Hector的课往往被斥为无用的原因。Tom说,把你们在Hector课上学到的“小玩意儿”用在论文的末尾装深沉吧。但这绝非通识教育的本义。那是一种无目的的合目的性,它本身应该是无用之用。
但Tom的最终目的,却并不是上述冰冷的教育,而是对传统英国教育的反叛,也可以说是对传统英国教育的回归。所谓反叛
“历史系男生”Hector's boy
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