论教育学的边界

发布时间：2018-02-07 15:00

本文关键词： 教育学学科社会科学边界　出处：《教育研究》2017年06期 　论文类型：期刊论文

【摘要】：教育学的科学化乃至其作为学科独立存续所面对的最主要威胁之一,便是模糊的学术边界对其论域的清晰性以及知识的有效性的消极影响。造成学科边界模糊化的一个重要原因是教育学以学校这一不完全的时空框架来限定其研究对象而造成的研究对象迷失,这也进而使其失去了基本的理论焦点。在教育学、经济学、政治学和法学等社会科学的一级学科层次上,所有的学科都在研究同一个对象,即人的社会活动,因而这些学科之间的边界是理论上的而非具体对象的边界。教育学与社会科学其他学科之间的边界,就在于它是从人的社会活动对人生长发展的意义和作用这一独特的角度来研究社会活动的。我们从这一视角对教育学的研究对象进行科学分类和分析,这不仅是教育学形成清晰的学科边界的开始,也是教育学科学化发展的起点。
[Abstract]:The scientization of pedagogy and even one of the most important threats to its existence as an independent discipline, This is the negative impact of fuzzy academic boundaries on the clarity of the domain and the effectiveness of knowledge. One of the important reasons for the blurring of the subject boundary is that pedagogy uses the incomplete space-time framework of school to limit its research. The object of study is lost, This, in turn, deprives it of the basic theoretical focus. At the first level of social sciences, such as pedagogy, economics, political science and law, all disciplines are studying the same object, namely, the social activities of human beings. Thus the boundaries between these disciplines are theoretical and not those of specific objects. The boundaries between pedagogy and the rest of the social sciences, This is because it studies social activities from the unique perspective of the significance and role of human social activities in the long development of life. From this perspective, we scientifically classify and analyze the research objects of pedagogy. This is not only the beginning of the formation of clear discipline boundaries of pedagogy, but also the starting point of scientific development of pedagogy.
【作者单位】：南京师范大学教育理论与政策研究院;
【分类号】：G40

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