摘要
传统教育研究的知识观认为,知识应是一种得到充分证据支持的可靠信念,个体经验不是合法知识,只有上升到理性才能成为“知识”。这种知识理念不仅在理论上难以立足,而且在实践上也会产生消极的后果,使教育研究远离教育实践。面向生活的教育研究对传统的知识观发起了挑战,认为教师(特别是中小学教师)是知识的生产者,因其重视教师个体经验与默会知识的挖掘,努力追求教育中的“真实”,冲破了本质主义知识观的羁绊,是我国教育学界进行的一场非本质主义的教育学研究试验。
The outlook of traditional education study holds that knowledge is belief that requires absolute evidence as support, while personal experience is but illegitimate knowledge which cannot be reckoned as legitimate until it crystallizes into realm of reasons. Such ontological understanding cal difficulties as well as negative effects in reality. Education study that takes it nevertheless creates theoretis root in life itself has started to challenge the outlook of traditional education study and has suggested that teachers, especially teachers in primary and secondary levels, who are regarded as conductors of knowledge, look for personal experience, tacit knowledge, and factuality in education. It releases itself from the essentialism, and serves as an experimental field for the education study of non - essentialism.
出处
《天津师范大学学报（基础教育版）》
2006年第1期1-4,共4页
Journal of Tianjin Normal University(Elementary Education Edition)
