摘要
中国"教育学"研究者对教育学学科危机的反思尽管已达到相当的深度,但在事关教育学学科的一些根本性问题上,依然存在着认识上的困惑和争议。这种争议主要表现为知识观念上的普适和本土的对立、知识规范上的事实与价值的纠结、研究旨趣上的学科导向和问题导向的冲突。教育学的本土文化意向与教育学的普遍性追求是并行不悖的,本土教育的逻辑在实践意义上意味着对教育本体扇面的打开,也表现为对普遍主义认识逻辑的纠偏。在一定的社会文化条件下,任何社会知识陈述事实上都内蕴着某种文化和价值约定,即"教育是什么"与"教育应该是什么"是高度融合在一起的。从价值维度看,学科导向和问题导向之间并不存在孰主孰次的问题,二者统一于教育研究之中,彼此互为因果、相互生成。
The Chinese pedagogy academic circle has achieved a considerable progress on the reflection on the crisis of pedagogy,while there are still controversies on the understanding of some fundamental issues.Disagreements or disputes mainly exist between the general opposition and the special opposition on the concept of knowledge,the set of facts or values on knowledge norms,the subject-oriented research and the problem-oriented one.In fact,the orientation of local culture embodied in educational science and the pursuit of the unity of pedagogy knowledge are parallel to each,and the findings to local education logic means an opening to the horizon of education in practical sense.From the perspective of rationality,any social knowledge statement actually contains a certain culture and value meaning,and under certain social and cultural conditions,"what education is"actually shows"what education should be".From the value dimension,there is no conflict between subject orientation and problem orientation,because they are unified in educational research and interact as cause and effect to each other.
作者
谢武纪
汪伟
XIE Wu-ji;WANG Wei
出处
《大学教育科学》
CSSCI
北大核心
2018年第6期24-29,共6页
University Education Science
基金
重庆市社科规划项目"近40年来教育学本土化议题的衍变与反思"(2017BS44)
关键词
教育学学科
矛盾
逻辑
辩证
本土教育
pedagogy discipline
controversy
logic
dialectic
local education
