教育学:行走在自界的边缘——中国教育学学科地位问题的迷思与消解

发布时间：2018-03-04 19:48

本文选题：教育学　切入点：学科地位　出处：《高教探索》2014年01期 　论文类型：期刊论文

【摘要】：关于中国教育学学科地位的问题,学界争论了近一个世纪。争论焦点集中于教育学是否有自身独立的研究对象以及研究方法、研究范式、稳定的研究规范和学科体系。反思近一个世纪的讨论,发现这其中隐含着很多的悖论。识破这些悖论及背后的东西,就会释然,这个问题完全是可以消解的。教育学就是行走在自界的边缘,它以自在自足的态度行走在属于自己的空间里,丝毫没有被侵略被占领,而恰恰相反是在蓬勃发展。教育研究所要做的是回归教育研究的中心问题,即教育实践。可以说教育学是希望教育学,因为希望的界域是可能的界域。
[Abstract]:On the subject status of science Chinese education, the academic debate for nearly a century. The debate focused on whether education has its own independent research object and research methods, research paradigm, research norms and discipline system stability. The discussion for nearly a century, that which implies a lot of paradox through. These paradoxes and things behind, will be relieved, this problem can be completely digestion. Since the community education is walking in the edge of it to the attitude of walking itself self-sufficient in their own space, no invasion is occupied, on the contrary is booming. Institute of education to do is the center problem of regression of educational research and educational practice. It can be said that education is the hope of education, because the domain boundaries hope is possible.

【作者单位】：华南师范大学教育科学学院;
【分类号】：G40

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