论教育学的知识合法性

发布时间：2018-02-06 02:00

本文关键词： 学科教育学合法性知识　出处：《教育科学》2015年04期 　论文类型：期刊论文

【摘要】：知识的合法性是一种社会学界定,主要源自人的实践。当学科出现之后,知识的合法性就对学科地位产生了直接影响。教育学自成为一门学科以来,其社会地位与功能就一直受到人们的质疑。由于教育学形成历史的复杂和知识运动过程的混乱,导致其受到重视的程度不够。学科的地位由于这种知识上的混乱而不断摇摆,教育学的生存一直处于巨大的压力之中。从本质上来说,教育学的学科规训来自于知识的性质,学科的地位与社会影响力是由其知识的价值来决定的。只有认清了这一点,教育学的知识生产与运用才能真正服务于实践。教育学的价值应该从重塑学科知识的来源以及规范知识的输出入手,重新寻求合法性建构的维度。
[Abstract]:The legitimacy of knowledge is a sociological definition, mainly derived from human practice. After the emergence of the subject, the legitimacy of knowledge has a direct impact on the status of the discipline. Pedagogy has become a discipline since it became a discipline. Its social status and function have been questioned by people because of the complexity of the history of pedagogy and the confusion of the process of knowledge movement. As a result, the degree of attention is not enough. The status of the subject is constantly swinging because of the confusion in knowledge, and the survival of pedagogy has always been under great pressure. In essence. The discipline discipline of pedagogy comes from the nature of knowledge, and the status of the subject and its social influence are determined by the value of its knowledge. Only the knowledge production and application of pedagogy can really serve practice, the value of pedagogy should begin with remolding the source of subject knowledge and the output of normative knowledge, and seek the dimension of legitimacy construction again.
【作者单位】：南京师范大学教育科学学院;
【基金】：江苏省2015年度普通高校研究生科研创新计划项目。项目编号KYLX15_0704
【分类号】：G40

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