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五、 英才教育的展望:五大理论原则

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    从更加广阔的角度,我(dai, 2010)基于发展心理学的最新成果和思路,提出了英才教育的五大理论原则,即:(a)人才的生成性、发展性,即不应该把能力看成是个体与生俱来的常数,应该把人才看成是基因、神经活动、行为和环境多水平双向互动的产物,并不断在发生新的变化。教育在人才的脱颖而出中起着重要作用。(b)人才特质的不断具体化,即人对外部世界的反应模式、策略、思考,对自己的才能、价值、趋向,会有越来越精细化的把握,如先前所说的“独特适应性”,这种具体趋向整合了环境和个人因素,是无法还原到个人本身特定资质的。英才教育的辨识和课程因材施教的本质应该根据学生在某一发展时刻体现的“独特适应性”确定人才培养的方向。(c)人的能动作用,人的潜能并不完全体现在客观意义上的发展潜力,而且存在于人的行动本身。所以我根据renzulli的三环理论,进一步把环境的因素和能动的因素结合起来,用图1中的图标演示这种动态过程。

    从人的能动性的意义上说,教育不仅仅是发现和利用人的潜能,而且是在根本上开发人的潜能。(d)参与,即参与人类的各种社会实践活动,包括对知识、艺术、社会的探索,是实现人的潜能的必然途径。只有通过参与,才能唤起学生追求卓越的梦想和激情。其中互相激励、互相促进,是一个不断自我提高、自我超越的重要社会机制。英才教育应该更加重视如何提供真实的实践经验,激发个人激情,提高个人责任感。(e)同等结果(equifinality),即相同的结果可以有不同的开端和过程。英才教育应该秉持追求卓越的理念,而不是强调人的“天然禀赋”作为提供英才教育的理由。“天然禀赋”固然可以作为“准入”的门槛标准,但有没有追求卓越的动力和意愿,也应该成为重要的考量标准。历史地看,我们在如何认定某人是否值得贴上“超常儿童”或“资优儿童”标签方面浪费了太多的资源和时间。相比之下,卓越的标准是更容易确定的,更容易观察和评估的。当然,我们应该鼓励个体追求他们自己的卓越目标,而不必强加教育者自己的意愿。

    结 束 语

    英才教育理念在美国有近百年的历史,这一方面和心理学、教育学、社会学的发展有关,另一方面,也与美国社会从培养精英的教育理念转向惠及全民的大众教育理念有着密切关系。任何可能引起人们怀疑其公平性和公正性的公共政策,都会引起争议。出于政治和伦理的考虑,在美国,英才教育受到许多质疑。上面所说的“人才培养”和“适才教育”在一定程度上是对教育公平和教育公正的回应,使各种人才不至于因为教育政策的失当而被埋没。但是,平权的理念,也导致某些人倡导教育的民粹主义,即所有人都有天赋,所以不需要选拔人才,不需要英才教育。这个观点貌似“政治正确”,但混淆了政治概念和生物学概念。政治上,每个人都被赋予受教育的权利。但是,机会的平等不代表结果的平等。教育公平的最大误区是教育公平等于相同的教育;人与人的个体差异意味着不同的机会、不同的需求、不同的结果。只有差异化发展才可能达到最大化的个人结果。对于英才教育来说,不能回避的两个方面是选择性和追求卓越(dai, 2010)。前者意味着英才教育和普通教育相比会有“准入门槛”,后者意味着英才教育会超越常规课程的标准。甄选实践中可能存在的不公平、不合理值得探讨、研究和改进,但选择性本身不应该成为“精英主义”批评的理由。选择的根本目的,不是为了确定某些学生多么与众不同,而是为了保证这些学生有能力、有动力追求比其他学生更高的卓越标准。卓越标准不应该被忽视。美国英才教育传统上重视辨识“资优儿童”,而对卓越性追求缺乏有效证据也是英才教育被诟病的原因之一(如berliner & biddle, 1995)。但这种批评也隐藏着巨大的危险。美国教育的倾向是避免选择优秀的学生进行重点培养,其结果不仅是回避选择性(选拔英才),而且是放弃对卓越的倡导(ross, 1993)。这种听任人才自生自灭的教育政策是有害的,不利于最大限度地利用教育资源,多出人才。在英才教育问题上的过度政治化的必然结果就是教育制度在培养人才上的不作为。这是中国教育政策制定者,乃至当政者,需要引以为戒的。

    另一方面,人才培养的多元化、社会化,标志着英才教育的新趋势。政府和民间力量的协力,学校和社会力量的良好互动,追求卓越和多种人才发展的价值认同正在形成。机会和选择的多样性、激励和选拔机制的针对性、社会价值的多元化,将成为英才教育今后发展的大势。这既是学校体制改革的方向,也是整合社会资源(技术资源、网络资源、大学资源)多方位地探索开放灵活的培养模式。英才教育无边界。说到底,英才教育体现的,是一个社会在教育体制、社会体制以及文化上所呈现的活力和价值观。

    注:本文部分内容取自拙著《超常能力的本质和培养》(the nature and nurture of giftedness,哥伦比亚大学师范学院出版社,2010年版)一书,中译本将由华东师范大学出版社2013年4月出版。

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