教育学究竟是怎么一回事——略议教育学的基本概念
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摘要
任何一门基础性质的学科,只有形成本学科的专门概念,并尽可能严格地保持自身的基本概念,进而培植出本学科独立的见识,作为研究范围的核心,才可能在林立的基础学科群中具有独立设置的价值。教育学究竟是怎么一回事?要从教育学基本概念的分辨与澄清入手。当前在我国,原为表述教育学科基本概念的学术用语,如"教育""教养""教学""课程"等,已经随着教育事业的普及而成为日常用语,导致本学科基本概念泛化,从而使教育学中专业理论与非专业陈述混杂。从明了美国教育研究与欧洲大陆教育研究这两类教育学基本概念同异入手,借鉴美国教育学界如何从欧洲大陆教育文化转化为适合美国国情的教育文化,而欧洲大陆教育学界面对美国教育实用化、市场化的优势,如何保持独立的态度,在原有的教育理论传统的基础上加以改进,或许有助于建构适合我国国情的教育学。
A basic discipline cannot obtain the value of independent setting unless it forms its own specialized concept and maintains its basic concept as strictly as possible so as to cultivate the independent knowledge of this discipline as the core of the research scope.What exactly is pedagogy?To answer thisquestion,we should begin from recognizing and clarifying the basic concepts of pedagogy.Currently in our country,the academic terms that were used to describe the basic concepts of educational disciplines,such as"education","cultivation","teaching"and"curriculum",have become common words in daily life along with the popularization of education,leading to the generalization of the basic concepts of this discipline.This causes the mixture of professional and non-professional statements in the discipline of pedagogy.Starting from the two basic concepts of pedagogy in American education research and continental European education research,the author considers it may be helpful in establishing pedagogy that suits our national conditions by drawing lessons from how American education circles have transformed from continental European educational cultures to educational cultures that suit the national conditions of the United States,and how continental European education has maintained an independent attitude and how it can be improved on the basis of the original tradition of educational theory in the face of practical applications of American education and the education marketization.
A basic discipline cannot obtain the value of independent setting unless it forms its own specialized concept and maintains its basic concept as strictly as possible so as to cultivate the independent knowledge of this discipline as the core of the research scope.What exactly is pedagogy?To answer thisquestion,we should begin from recognizing and clarifying the basic concepts of pedagogy.Currently in our country,the academic terms that were used to describe the basic concepts of educational disciplines,such as"education","cultivation","teaching"and"curriculum",have become common words in daily life along with the popularization of education,leading to the generalization of the basic concepts of this discipline.This causes the mixture of professional and non-professional statements in the discipline of pedagogy.Starting from the two basic concepts of pedagogy in American education research and continental European education research,the author considers it may be helpful in establishing pedagogy that suits our national conditions by drawing lessons from how American education circles have transformed from continental European educational cultures to educational cultures that suit the national conditions of the United States,and how continental European education has maintained an independent attitude and how it can be improved on the basis of the original tradition of educational theory in the face of practical applications of American education and the education marketization.
引文
[1]彼得斯.教育即启发[M]//张人杰,王卫东.20世纪教育学名著.广州:广东高等教育出版社,2002:629.
[2]杜威.我们怎样思维·经验与教育[M].姜文园,译.北京:人民教育出版社1991:246.
[3]威廉·派纳,等.理解课程(上)[M].张华,等译.北京:教育科学出版社,2003:11.
[4]乔治·比彻姆.课堂理论[M].黄明皖,译.北京:人民教育出版社,1989:序.
[5]马克思.《政治经济学批判》导言[M]//马克思恩格斯选集.第二版.北京:人民出版社,1972.
[6]A·W·库姆斯.教育改革的新假说[M]//施良方,唐晓杰,崔允漷.国际教育展望.北京:人民教育出版社,1993.
[7]梁漱溟.东西人的教育之不同[J].教育杂志,1922,14(3).
[8]洪明.美国“常识”取向教师教育改革思潮述评[M]//中国教育学会.中国教育科学(2010).北京:人民教育出版社,2011:590-594.
*根据作者2017年10月19日在北京师范大学同若干攻读教育学博士学位学子的谈话整理。
(1)1912年,英国教育学者亚当斯在《教育理论的演进》一书序言中提出关于教育学学术声誉不高缘由的看法,大意是,由于教育学不够深刻,以致“外行人干内行事”(涉足教育学),“内行人干外行事”(把教育学作为别的学科占据的领域),从而无端地加重了教育学的困境。
(1)斯宾塞教育论以“智育”为课题。其中论及“教—学活动”原理和各类学科价值比较,至于其中是否使用“课程”一词,可以不计。其中各类学科价值比较之说,对英语地区课程见解的形成不无影响。
(1)斯宾塞教育论以“智育”为课题。其中论及“教—学活动”原理和各类学科价值比较,至于其中是否使用“课程”一词,可以不计。其中各类学科价值比较之说,对英语地区课程见解的形成不无影响。
(2)霍尔纳等:《教育、教养、社会化:教育科学的基本概念》(2010),科勒:《教育科学的基本概念、理论与方法》(2014),杜品豪斯、乌珀夫:《教育学的基本概念》(2016),引自牛国兴:《情境、语言、观念与教育学——早期德意志教育学形态研究》,华南师范大学,博士论文。
[2]杜威.我们怎样思维·经验与教育[M].姜文园,译.北京:人民教育出版社1991:246.
[3]威廉·派纳,等.理解课程(上)[M].张华,等译.北京:教育科学出版社,2003:11.
[4]乔治·比彻姆.课堂理论[M].黄明皖,译.北京:人民教育出版社,1989:序.
[5]马克思.《政治经济学批判》导言[M]//马克思恩格斯选集.第二版.北京:人民出版社,1972.
[6]A·W·库姆斯.教育改革的新假说[M]//施良方,唐晓杰,崔允漷.国际教育展望.北京:人民教育出版社,1993.
[7]梁漱溟.东西人的教育之不同[J].教育杂志,1922,14(3).
[8]洪明.美国“常识”取向教师教育改革思潮述评[M]//中国教育学会.中国教育科学(2010).北京:人民教育出版社,2011:590-594.
*根据作者2017年10月19日在北京师范大学同若干攻读教育学博士学位学子的谈话整理。
(1)1912年,英国教育学者亚当斯在《教育理论的演进》一书序言中提出关于教育学学术声誉不高缘由的看法,大意是,由于教育学不够深刻,以致“外行人干内行事”(涉足教育学),“内行人干外行事”(把教育学作为别的学科占据的领域),从而无端地加重了教育学的困境。
(1)斯宾塞教育论以“智育”为课题。其中论及“教—学活动”原理和各类学科价值比较,至于其中是否使用“课程”一词,可以不计。其中各类学科价值比较之说,对英语地区课程见解的形成不无影响。
(1)斯宾塞教育论以“智育”为课题。其中论及“教—学活动”原理和各类学科价值比较,至于其中是否使用“课程”一词,可以不计。其中各类学科价值比较之说,对英语地区课程见解的形成不无影响。
(2)霍尔纳等:《教育、教养、社会化:教育科学的基本概念》(2010),科勒:《教育科学的基本概念、理论与方法》(2014),杜品豪斯、乌珀夫:《教育学的基本概念》(2016),引自牛国兴:《情境、语言、观念与教育学——早期德意志教育学形态研究》,华南师范大学,博士论文。