全纳教育的哲学基础：批判与反思

发布时间：2018-04-05 17:07

本文选题：全纳教育　切入点：哲学基础　出处：《教育研究与实验》2008年05期

【摘要】：本文分析了全纳教育发展的哲学理论基础,认为理想主义与实用主义的交织推动全纳教育的发展;全纳教育理论体现了建构对实证、人文对科学的批判与颠覆,这是西方实证科学主义发展到一定程度下的产物,是社会科学研究者认识到科学实证主义局限性后的批判与超越。带有浓重后现代主义色彩的全纳教育理论在特殊教育领域似乎成功地成为垄断式话语,顺利地成为各国特殊教育政策制定、实施的依据与动力,然而,全纳教育及其所秉持的理想主义与后现代式的激进教育观点只是特殊教育发展理论范式众多选择中的一种,它的存在不应以取消、禁止其他理论范式为基础。在西方全纳教育者宣称:全纳教育超越任何经验或实证研究的时候,我国特殊教育研究需要克服研究方法中个体经验式和纯哲学思辨式的两种流弊,加强实证研究的规范与传统,使特殊教育学科体系建立在科学经验研究的基础上。
[Abstract]:This paper analyzes the philosophical theoretical basis of inclusive education development, and holds that the combination of idealism and pragmatism promotes the development of inclusive education, and that inclusive education theory embodies the construction of criticism and subversion of science.This is the product of the development of western empirical scientism to a certain extent and the criticism and transcendence of social science researchers after recognizing the limitation of scientific positivism.The theory of inclusive education with a strong postmodernism color seems to have successfully become a monopolistic discourse in the field of special education and has become the basis and motive force for the formulation and implementation of special education policies in various countries.Inclusive education and its idealism and postmodern radical educational views are only one of many choices in the theoretical paradigm of special education development. Its existence should not be based on the cancellation or prohibition of other theoretical paradigms.When western inclusive educators claim that inclusive education is beyond any empirical or empirical research, the research of special education in China needs to overcome the two disadvantages of individual experience and pure philosophical speculation in research methods.Strengthen the norms and traditions of empirical research, make the special education discipline system based on scientific experience.
【作者单位】：华中师范大学教育学院;北京师范大学教育学院;
【分类号】：G760

【共引文献】