中国电化教育

教育研究借鉴“平庸之恶”的困境体现在仅截取“无思”这一充分条件,却悬置“使主体性丧失”这一必要条件,造成概念结构缺环。阿伦特以“无思”为中介,通过对“根本恶”与“平庸之恶”的逻辑演进,建构起了完整的“恶体系”。教育场域中的无思与盲从缺乏“根本恶”的制度语境,以阿伦特理论框架定性为“平庸之恶”属概念误植;其纾解方案为社会心理学所称“代理状态”,即个体将行动控制权让渡给权威指令系统,从而在合法化框架内产生非反思性服从。对“平庸之恶”概念的误植反映了教育研究对其他学科概念或理论的“非反思性接受”以及不自觉的“科学性假设”。要立足于对经验事实的基本判断,全面加强教育学中概念系统和理论体系的知识清理。

The dilemma of educational research drawing on the “banality of evil” has resulted in a missing link in its conceptual structure. Arendt constructed a complete “system of evil” through the concepts of “thoughtlessness”“radical evil” and “the banality of evil” Applying “the banality of evil” to the educational context is a conceptual misapplication. The solution lies in what social psychology terms the “agentic state,” where individuals transfer control of their actions to an authoritative system, leading to unreflective obedience within a legitimizing framework. This misapplication of the concept reflects educational research's “unreflective acceptance” of concepts or theories from other disciplines and an unconscious “scientific assumption.” It is essential to ground our approach in a fundamental judgment of empirical facts and comprehensively strengthen the clarification of conceptual systems and theoretical frameworks in education.