自我规训:教育学话语自主自持的创生之路

发布时间：2018-01-05 00:33

本文关键词：自我规训:教育学话语自主自持的创生之路　出处：《中国教育学刊》2017年11期 　论文类型：期刊论文

【摘要】：教育学话语是教育学作为一门独立学科的专属标识,亦是教育学建构自身与他者关系的基本方式。纵观中国教育学的历史演进进程,教育学话语缺乏科学性、专业性常为人所诟病。究其原因,主要在于教育学话语长期以来困囿于他者规训的惯习,缺乏自主自持的能力。对此,教育学话语需要不断地自我确证,依循自我规训的创生路径摆脱现实困境:确认教育学话语主体,提高话语自明性;规范教育学话语秩序,提开话语自反力;锻造教育学话语自觉,助推话语创生。
[Abstract]:Pedagogy discourse is the exclusive symbol of pedagogy as an independent discipline, and it is also the basic way for pedagogy to construct the relationship between itself and others. Throughout the historical evolution process of Chinese pedagogy, pedagogy discourse is lack of scientific nature. Professionalism is often criticized. The main reason lies in the fact that pedagogy discourse has been confined to the habit of discipline of others for a long time and lacks the ability of autonomy and self-support. Therefore, pedagogical discourse needs to be constantly self-corroborated. We should follow the path of self-discipline to get rid of the predicament of reality: to confirm the subject of pedagogy discourse, and to improve the self-awareness of discourse; Standardizing the order of pedagogical discourse and raising the self-reflexive force of discourse; Forging the consciousness of pedagogy discourse and promoting the creation of discourse.
【作者单位】：浙江师范大学杭州幼儿师范学院;
【分类号】：G40
【正文快照】： 教育学作为一门独立的学科和专门的研究领域,关于其逻辑起点之争、性质之辨,以及对教育学的科学性及其实践价值的拷问曾一度为人诟病。就教育学自身而言,在学科发展和理论创生的过程中过度倚重外部他者的规训,缺少适合学科和理论的内部秩序是导致教育学话语“自明性”不足、“

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