后现代知识型观照下教育学知识的实践转向

发布时间：2018-06-12 20:23

本文选题：知识型 + 后现代知识型　；参考：《陕西师范大学》2007年博士论文

【摘要】： 教育学一直面临着理论功能危机、学科独立性危机、知识话语危机等系列危机，许多人从不同的角度不断反思和探讨教育学走出危机的路径，然而结果都不尽如人意。一个问题的解决与思维方式有关，也许在一种思维视野中是问题的问题，在另一种思维方式下就迎刃而解甚至不成为问题。我们认为教育学危机之所以悬而未决，大有天长地久的宿命之势，最主要的原因，无论采用何种方法思考这一问题，都是在同一种思维方式下思考的，也就是现代性思维方式引导下寻求突破的，在这种思维方式下，把科学尤其是自然科学范式作为知识的标准，以一种存在问题的标准作为导向，最后的结果只能南辕北辙，离真正的教育学的家园越来越远。后现代思维方式就为我们提供了一种解决教育学问题的新的视野，而后现代知识型又为我们分析教育学知识提供了更具体的视角。后现代是孕育于现代社会的一种思维方式，是对追求同质、排斥异质和边缘的现代性思维的反动，它承认边缘和多元，鞭挞基础和本质。知识型是一个时期所有知识生产、辩护、传播与应用的标准，不同知识型视野下，具有不同的教育学知识观。现代知识型视野下，科学是知识的标准，教育学科学化是人们追求的目标；后现代知识型观照下，教育学知识的人文性、价值性、文化性、历史性等本真日渐澄明，以往用自然科学的标准衡量教育学是失当的。赫勒等的日常生活理论作为后现代批判理论的先声，为正确认识日常教育实践提供了理论基础，日常生活作为自在的对象化领域，具有重复性、习惯性、实用性、情境性、抵制性等特征，相应的日常教育实践也具有类似特点。后现代知识型观照下，一直在教育实践中起着重要作用的缄默知识和本土知识被我们认识。教育实践是教育学知识的真正发源地，是教育学的根，教育的秘密就蕴藏在日常教育实践中。通过对教育实践的研究来解决教育学面临的危机是本研究运用的一个新视角。在后现代知识型观照下，除了上述教育实践理念的变化，具体的教育实践也发生了变化。课程理念和实践、教师的角色、学生的地位、学习方式以及师生关系都被重新理解和建构，这些对教育学知识带来很大影响。我国的第八次课程改革就是在后现代思维方式下进行的，，本研究对新课程改革作出了反思。通过考察以教材形式存在的学科教育学的生存境遇，回溯教育学知识的历史命运和反观教育学知识的现实状况，可以看出教育学的面貌是贫困的，贫困的原因一是在于现代性思维方式下对教育学知识的失当认知所导致的不当追求，二是在于教育学背离了自己的根——教育实践。通过分析教育学知识创造主体学术背景的变迁，发现教育学知识的繁荣与教育学研究主体建基于实践的职业背景息息相关，这也为教育学知识的实践转向提供了历史和现实的依据。通过对教育学知识实践理性的分析，发现教育学知识具有现实性、价值性、创造性、目的性等丰富的实践理性特质，这从逻辑和本真意义上为教育学知识的实践转向提供了佐证。教育学知识在后现代知识型观照下，我们得出这样的结论——教育学知识应转向教育实践，具体而言，首先就是重新认识教育实践，放弃理论的绝对优势权力，把教育实践作为教育学的真正家园，从教育实践的视角解决教育学的理论功能危机；其次就是研究范式的变化，在后现代知识型观照下复杂性思维、反本质主义思维方式、以叙事研究代表的质性研究以及教育学研究重心都发生了变化；最后由于教育学知识话语在科学话语、相关学科话语、社会权力话语、西方中心话语等控制下而存在着“失语”的危机，也应通过回归日常教育实践而真正实现让教育学“说”自己的话。教育学知识的实践转向既是教育学知识在后现代知识型影响下发生的变化，同时也是本研究的观点和结论。
[Abstract]:pedagogy has been confronted with the series of crises such as theory function crisis , subject independence crisis , knowledge discourse crisis , etc . , many people continuously reflect and discuss the path of pedagogy out of crisis from different angles , but the result is not as satisfactory .

Post - modern is a kind of thinking mode which is conceived in modern society . It is the reactionary of the modern thinking of seeking homogeneity , exclusion of foreign materials and edges . It recognizes the foundation and essence of the edge and pluralism , whiter and essence . The knowledge type is the standard of all knowledge production , defense , communication and application in a period of time . Under the field of knowledge , science is the standard of knowledge , and the science of pedagogy is the goal of people ' s pursuit ;
In the post - modern knowledge - based observation , the humanism , value , culture and historic significance of pedagogy knowledge are increasingly clear . The theory of daily life , such as Haller , has been used as the precedent of post - modern critical theory . It is a real source of educational knowledge . It is the root of pedagogy , and the secret of education is hidden in the practice of daily education . The study of educational practice is a new perspective to the application of this study .

In the post - modern knowledge - based observation , besides the change of the educational practice concept mentioned above , the concrete educational practice has changed . The curriculum idea and practice , the teacher ' s role , the student ' s position , the way of study and the teacher - student relationship have been re - understood and constructed , which have great influence on the knowledge of pedagogy . The eighth course reform in our country is carried out in the post - modern mode of thinking , and the research has made a reflection on the reform of the new curriculum .

Through the investigation of the existence situation of the subject pedagogy in the form of teaching materials , the historical fate of the retrospective pedagogy knowledge and the reality of the knowledge of the anti - education knowledge , it can be seen that the education is impoverished . The reason for poverty is that the education has deviated from its root _ education practice . Through the analysis of the educational knowledge creation subject ' s academic background , it is found that the educational knowledge has the rich practical rational characteristics such as reality , value , creativity and teleology .

In the view of post - modern knowledge , we conclude that the knowledge of pedagogy should be shifted to educational practice . In particular , it is first to re - understand the educational practice , give up the absolute superiority of theory , take educational practice as the real home of pedagogy , and solve the theoretical functional crisis of pedagogy from the perspective of educational practice ;
Secondly , it is the change of the research paradigm , the complexity thinking in the post - modern knowledge - based view , the anti - essentialism mode of thinking , the qualitative research of the narrative research representative and the center of gravity of pedagogy research have changed ;
Finally , because of the discourse of pedagogy knowledge , the crisis of " aphasia " exists under the control of scientific discourse , related subject discourse , social power discourse , western central discourse and so on .
【学位授予单位】：陕西师范大学
【学位级别】：博士
【学位授予年份】：2007
【分类号】：G40

【引证文献】