教育学的人性假设与理论构建的关系初探
发布时间：2018-07-29 16:57
【摘要】： 就学科自身而言,人的问题是教育学理论发展至今,常新常在的核心式问题,人性假设日渐成为当代教育学需要直面的基因式概念,它渗透在、生发出教育学理论的物种性特质。就中国范围而言,教育学科百年发展提出了学科独立性、理论原创、研究立场等一系列相关问题,并日益聚集于人的问题研究的基础性概念:人性假设。教育,作为直面人、通过人、为了人的事业,充满多重意义上、独特的、人与人之间的交互相长,无论自觉程度如何,人性假设内在地影响教育实践活动。教育学需要而且应该作出基于自身历史与现实的具有学科意义的人性假设。 在借鉴教育学界内外有关人性假设研究相关成果的基础上,本论文发现教育学内部系统研究的缺失,尝试以教育学理论构建的两大代表:学科的创建之“源”,即赫尔巴特的教育学,与改造之“流”,尤其是具有转型性意义的“大拐弯”式改造,即杜威的教育学为研究范例,从中探寻教育学学科特有的人性假设,它的基本内涵及其与教育学理论构建之间的关系。 为此,本论文的论题围绕两大任务展开:教育学学科特有的人性假设的基本内涵是什么;教育学的人性假设与其理论构建、发展之间的关系如何。基本内涵从两大教育学人性假设的相通处搜求,并结合本人参与教育实践过程中对教育本身的体悟;人性假设与理论构建、发展的关系研究从各自教育学内部探寻,同时比较两大教育学人性假设及其理论体系之间的差异性。 通过对两大教育学中相关问题的爬梳与比较,本论文认为:第一,在学科层面,教育学具有独特的人性假设,按照学科惯例简称之为:教育人。作为多重关系中的、具体情境中的、成长中的人,教育人的基本内涵由三个层面立体构成:可变性,或曰可能性;有方向的可变性,即可善性,或曰价值导向性;处在多重交互关系中的向善性,即交互相长性,不同于一般意义上的社会性。第二,在学派层面,教育学内部不同的理论体系内在深层的人性假设不一样,人性假设与理论体系之间具有基因与有机体之间全息渗透的关系,这体现了教育学的丰富和发展。就此而言,人性假设既有具体学科所独有的、学科本身所共有的特性,又呈现出学科内部不同学派的特质:可变性突现动态过程性:可善性标明价值导向性;交互性则蕴含关系转化性。三大方面集中标识出教育学的实践性。学科共有、特有的“—”,与学科分化、丰富的“多”正是教育学学科构建与理论发展的表现。第三,教育人集中体现了教育学的学科特性:生成性、实践性和关系性。这带来若干启发:教育学研究需要在学术积累中把握核心式问题进行创生、再生,教育本身是教育学生成的根本。 当然,两大教育学的人性假设尚存在发展空间,对师生共在的有机交互性研究的缺失,为教育学的发展提供了问题空间。从某种意义上可以说,教育学的人性假设不仅是一个需要研究的问题,而且是一个需要且能够持续研究的原点式问题。
[Abstract]:As far as the discipline itself is concerned, the problem of human being is the core problem that the theory of pedagogy has developed so far. The hypothesis of human nature has gradually become a genetic concept that the contemporary pedagogy needs to face. It penetrates and produces the speciality of the theory of education. As far as China is concerned, the theory of education has been independent, and the theory of education is independent. A series of related issues such as original, research position and so on are increasingly gathered in the basic concept of human problem research: human nature hypothesis. Education, as a direct person, through human, for human cause, is full of multiple meanings, unique, the interaction between people and people, regardless of the degree of consciousness, the hypothesis of human nature influences the educational practice inwardly. Pedagogy needs and should make a human nature hypothesis with disciplinary significance based on its own history and reality.
On the basis of the relevant achievements in the study of the human nature hypothesis inside and outside the educational field, this paper finds the lack of the internal system research in the pedagogy, and attempts to construct the two major representatives of the theory of Pedagogy: the source of the creation of the subject, that is, Herbart's pedagogy, and the "flow" of the transformation, especially the "big turn" with the transformation significance. "The" type transformation, that is, Dewey's pedagogy as an example, explores the unique human nature hypothesis of the subject of pedagogy, its basic connotation and its relation to the construction of the theory of pedagogy.
Therefore, the thesis focuses on two major tasks: what is the basic connotation of the human nature hypothesis in the subject of pedagogy; the relationship between the hypothesis of the human nature of education and its theoretical construction and development; the basic connotation is searched from the interconnecting place of the hypothesis of the two major pedagogics and human nature, and is combined with the educational practice in the course of the educational practice. The understanding of the body, the hypothesis of human nature and the construction of the theory, the relationship between the development and the development of the two major pedagogy, and the difference between the human nature hypothesis and the theoretical system.
Through the combing and comparison of the related issues in the two major pedagogy, this paper holds that: first, at the disciplinary level, pedagogy has a unique human nature hypothesis. According to the discipline practice, it is referred to as "educating people". As a multiple relationship, the specific situation, the growing man, the basic connotation of the educating person is composed of three dimensions: variability, Or the possibility; the variability of direction, that is, the good nature, or the value orientation, the good nature in the multiple interaction, that is, the mutual long nature, and the sociality in the general sense. Second, at the school level, the internal assumptions of the deep layers in the different theoretical systems within the pedagogy are different, and between the human nature hypothesis and the theoretical system. The relationship between the holographic penetration between the gene and the organism reflects the enrichment and development of the pedagogy. In this regard, the hypothesis of human nature is unique to the specific subject, the characteristics shared by the subject itself, and the characteristics of the different schools within the subject: variability and dynamic process: the good character is marked by the value orientation; Interactivity The three major aspects include the practicality of the educational science. The subject is common, the unique "-", the division of the subject and the rich "more" are the manifestations of the construction and theoretical development of the subject of pedagogy. Third, the educates focus on the characteristics of the subject of Pedagogy: generative, practical and relational. Pedagogical research needs to grasp core problems in academic accumulation to create and regenerate, and education itself is the foundation of pedagogy.
Of course, there is still space for the human nature hypothesis of the two major pedagogy and the lack of organic interaction between teachers and students, which provides a problem space for the development of education. In a sense, the hypothesis of human nature of pedagogy is not only a question that needs to be studied, but also an original question that needs and can be studied continuously. Question.
【学位授予单位】：华东师范大学
【学位级别】：博士
【学位授予年份】：2008
【分类号】：G40
本文编号：2153366
[Abstract]:As far as the discipline itself is concerned, the problem of human being is the core problem that the theory of pedagogy has developed so far. The hypothesis of human nature has gradually become a genetic concept that the contemporary pedagogy needs to face. It penetrates and produces the speciality of the theory of education. As far as China is concerned, the theory of education has been independent, and the theory of education is independent. A series of related issues such as original, research position and so on are increasingly gathered in the basic concept of human problem research: human nature hypothesis. Education, as a direct person, through human, for human cause, is full of multiple meanings, unique, the interaction between people and people, regardless of the degree of consciousness, the hypothesis of human nature influences the educational practice inwardly. Pedagogy needs and should make a human nature hypothesis with disciplinary significance based on its own history and reality.
On the basis of the relevant achievements in the study of the human nature hypothesis inside and outside the educational field, this paper finds the lack of the internal system research in the pedagogy, and attempts to construct the two major representatives of the theory of Pedagogy: the source of the creation of the subject, that is, Herbart's pedagogy, and the "flow" of the transformation, especially the "big turn" with the transformation significance. "The" type transformation, that is, Dewey's pedagogy as an example, explores the unique human nature hypothesis of the subject of pedagogy, its basic connotation and its relation to the construction of the theory of pedagogy.
Therefore, the thesis focuses on two major tasks: what is the basic connotation of the human nature hypothesis in the subject of pedagogy; the relationship between the hypothesis of the human nature of education and its theoretical construction and development; the basic connotation is searched from the interconnecting place of the hypothesis of the two major pedagogics and human nature, and is combined with the educational practice in the course of the educational practice. The understanding of the body, the hypothesis of human nature and the construction of the theory, the relationship between the development and the development of the two major pedagogy, and the difference between the human nature hypothesis and the theoretical system.
Through the combing and comparison of the related issues in the two major pedagogy, this paper holds that: first, at the disciplinary level, pedagogy has a unique human nature hypothesis. According to the discipline practice, it is referred to as "educating people". As a multiple relationship, the specific situation, the growing man, the basic connotation of the educating person is composed of three dimensions: variability, Or the possibility; the variability of direction, that is, the good nature, or the value orientation, the good nature in the multiple interaction, that is, the mutual long nature, and the sociality in the general sense. Second, at the school level, the internal assumptions of the deep layers in the different theoretical systems within the pedagogy are different, and between the human nature hypothesis and the theoretical system. The relationship between the holographic penetration between the gene and the organism reflects the enrichment and development of the pedagogy. In this regard, the hypothesis of human nature is unique to the specific subject, the characteristics shared by the subject itself, and the characteristics of the different schools within the subject: variability and dynamic process: the good character is marked by the value orientation; Interactivity The three major aspects include the practicality of the educational science. The subject is common, the unique "-", the division of the subject and the rich "more" are the manifestations of the construction and theoretical development of the subject of pedagogy. Third, the educates focus on the characteristics of the subject of Pedagogy: generative, practical and relational. Pedagogical research needs to grasp core problems in academic accumulation to create and regenerate, and education itself is the foundation of pedagogy.
Of course, there is still space for the human nature hypothesis of the two major pedagogy and the lack of organic interaction between teachers and students, which provides a problem space for the development of education. In a sense, the hypothesis of human nature of pedagogy is not only a question that needs to be studied, but also an original question that needs and can be studied continuously. Question.
【学位授予单位】：华东师范大学
【学位级别】：博士
【学位授予年份】：2008
【分类号】：G40
【引证文献】
相关期刊论文 前1条
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