教育学何以成为坏理论

发布时间：2018-03-03 19:10

本文选题：教育学　切入点：坏理论　出处：《现代远程教育研究》2014年05期 　论文类型：期刊论文

【摘要】：教育学堪称形而上学,算不上独创的学问,也不是学科理论。如果勉强称教育学是一种理论,它也是一种坏理论。造成教育学自我封闭腐朽有一定历史和学理上的原因:第一,教育实践的乱象引发的是改良之心而非探究规律之理论动机,因此所催生的是行动规范以及这些规范背后的哲学原理和心理学规律,而不是科学研究。第二,下意识地将教育看作是从教者的行动而不是教育者和受教育者共同参与的活动,教育实践的其他成分被边缘化甚至剔除,因此教育学很难摆脱价值立场的束缚而对"教育"进行实然的描述。第三,错误地将实践中的基于情境的"如何做"问题提升为与情境无关的理论问题。这类问题天然与真伪无关。被这些理论所引导,教育学自然与学科理论无缘。第四,二元对立的本质主义思维成为习惯。这种思维的排他性引导下的话语自然是独断论风格。第五,提出太多理想化假设。假设过于理想化的条件下,论断自然难以在真实情境下进行检验。第六,误解了科学,将科学简化为正确论断或孤立的实验方法,这使得教育学与教育科学无缘。第七,将无法客观化的、无法重现的教育问题作为研究对象,也就无法形成可检验的教育学命题,难以通过自我否定实现理论的进化。
[Abstract]:Pedagogy can be called metaphysics, it is not original knowledge, nor is it subject theory. If pedagogy is a theory, it is also a bad theory. There are some historical and theoretical reasons for the self-closing and decay of pedagogy: first, The confusion of educational practice leads to the improvement of the mind rather than the theoretical motive of exploring the law, so it gives birth to the norms of action and the philosophical and psychological principles behind these norms, rather than scientific research. Subconsciously viewing education as an activity from the action of the teacher rather than the participation of the educator and the educatee, the other elements of the educational practice are marginalized or even eliminated, Therefore, pedagogy is very difficult to get rid of the shackles of value stand and describe "education" realistically. Third, Wrongly elevates the context-based "how to do" problem in practice to a situation-independent theoretical problem. Such questions are naturally independent of truth and falsehood. Guided by these theories, pedagogy nature and discipline theory are not available. 4th, Dual opposites of essentialism thinking has become a habit. The exclusivity of this kind of thinking is naturally dictatorial. 5th, too many idealistic assumptions are put forward. If the assumptions are too idealized, The conclusion of nature is difficult to test in the real context. 6th, the science is misunderstood, and the science is simplified as a correct or isolated experimental method, which makes pedagogy and educational science out of reach. 7th, it will not be objective. The problem of education which can not be reproduced as the object of study can not form a verifiable proposition of pedagogy, and it is difficult to realize the evolution of the theory through self-negation.
【作者单位】：北京师范大学教育信息技术协同创新中心;
【分类号】：G40

【相似文献】