School alienation from the perspective of objectification theory: looking at Science teaching

Abstract The present theoretical study aims to present and discuss the concept of educational alienation from the perspective of Theory of Objectification (TO), a theory of teaching and learning proposed in the 1990s. Inspired by dialectical materialism and by Vygotsky's school of thought, TO seeks to break with the traditional and individualistic teaching conceptions adopted in schools. In order to explain the meaning of alienation according to TO, key concepts in this theory are discussed: knowledge, knowing, and learning. Through activity or joint labor, knowledge is set in motion and the subject is transformed, thus overcoming situations of alienation. The study contributes to thinking about educational alienation, which is still very common nowadays in schools and advocates TO as a likely break with the rationalist models of education that sustain.

摘要 本理论研究旨在从对象化理论（Theory of Objectification，TO）的视角阐释并探讨教育异化的概念。该理论是1990年代提出的教与学理论，以辩证唯物主义与维果茨基学派思想为理论根基，旨在打破当前学校中沿用已久的传统个人主义教学观念。为阐明对象化理论视角下异化的内涵，本研究探讨了该理论的三大核心概念：知识、认知与学习。经由活动或联合劳动，知识得以激活流转，主体获得重塑，进而克服异化境遇。当前教育异化现象在学校中仍普遍存在，本研究有助于反思此类教育问题，并提出对象化理论有望打破支撑现有教育体系的理性主义教育模式。