教育学核心概念体系“原罪论”辩护

发布时间：2018-01-19 02:29

本文关键词： 教育学概念原罪论人文主义　出处：《四川师范大学学报(社会科学版)》2017年02期 　论文类型：期刊论文

【摘要】：概念既是认识和理解教育实践的基本需要,也是构建教育学理论体系的需要。教育学研究中的概念问题以及如何认识教育学中已有概念问题,确实是一个无法回避的重要课题,这会促逼着人们理性和科学地认识教育学科的人文社会性,而非僵硬的把教育学变得科学化、工程化和技术化。其实,没有非科学主义的人文主义教育学,也没有非人文主义的科学教育学。不能以一种“原罪论”推定形式,认定教育学核心概念体系是糟糕的,并以一种形如赫尔巴特式的科学主义的“法度”来度量今天的教育学科体系。教育学研究决不可简单套用某种逻辑规范,教育作为多学科的研究对象,不可能有统一的定义。教育学主要还是一类主观性学科、价值性学科,是一类人文学科。教育学研究中的结果决不能简单地用“对与错”或“好与坏”的术语来衡量,只能用“差别与影响”来概括,这也是人文学科研究的独特之处。
[Abstract]:Concept is not only the basic need of understanding and understanding educational practice, but also the need of constructing pedagogy theory system, the concept problem in pedagogy research and how to recognize the existing concept problem in pedagogy. It is indeed an unavoidable and important subject, which will force people to understand the humanities and sociality of educational discipline rationally and scientifically, rather than inflexibly making pedagogy scientific, engineering and technicalization. There is no unscientific humanism pedagogy, and there is no non-humanism science pedagogy. We can not assume that the core concept system of pedagogy is bad in the form of "original sin theory". And to measure the educational discipline system in the form of Herbart's scientism. The pedagogy research must not simply apply some logical norms, education as the object of multi-disciplinary research. It is impossible to have a uniform definition. Pedagogy is mainly a kind of subjective discipline and value subject. The results of pedagogy research can not simply be measured by the terms "right and wrong" or "good and bad", but can only be summed up by "difference and influence". This is also the unique point of humanities research.
【作者单位】：天津大学教育学院;
【分类号】：G40
【正文快照】： 一到底用科学主义的标准去构建教育学科体系,还是用人文主义标准去构建教育学科基石,一直是教育学研究者苦苦追寻与争论的焦点问题。教育政策的制定、教育经费的投入等这些教育研究必须进行科学化,这是毋庸置疑的。而对具有不确定性的教学效果硬性地用科学一致性进行度量[1],

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