教育、教育学、民族-国家同构论

发布时间：2018-08-17 11:22

【摘要】：教育与社会的关系命题,阈界不明,混沌无序,却在现行教育理论中居于统治地位。它的功绩无人全盘否定,它的局限有待充分揭示。从这一判断以及对关联命题的初步反思看,应提高教育与国家的关系命题的理论地位。为此,文章揭示形成教育与社会的关系命题的统治地位的思想渊源,探讨以国家安排和国家知识为中心的教育国家化过程,评估知识国家化、教育国家化对社会关系和个人发展的一些作用,分析学校教育系统、现代教育学与民族-国家的同构关系和分形关系。文章显示,现代教育学的秘密和路数,学校系统和教育改革的旨趣和走向,蕴涵在教育与国家的同构-分形中。文章倾向于认为,若是在方法论上进行双重建设,教育学可望成为能给教育改革提供知识支持和思想力量的人文学科和社会科学。
[Abstract]:The proposition of the relationship between education and society, the threshold is unclear, chaotic disorder, but occupies the dominant position in the current educational theory. Its merits have not been completely denied, and its limitations need to be fully revealed. From this judgment and the preliminary reflection on the relevance proposition, we should improve the theoretical position of the proposition of the relationship between education and the state. Therefore, this paper reveals the ideological origin of the dominant position of the relationship between education and society, probes into the process of nationalization of education centered on state arrangement and national knowledge, and evaluates the nationalization of knowledge. This paper analyzes the effects of nationalization of education on social relations and personal development, analyzes the educational system of schools, the isomorphism and fractal relations between modern pedagogy and ethnic-state. The paper shows that the secrets and paths of modern pedagogy, the purport and trend of school system and educational reform are contained in the isomorphism of education and country. The article tends to think that if the methodology is dual, pedagogy is expected to become a humanities and social science that can provide knowledge and ideological strength for the educational reform.
【作者单位】：华南师范大学教育科学学院;
【分类号】：G40

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