教育大数据哲学研究的现状与基本思路

Current Situation and Basic Thought of Philosophical Research on Educational Big Data

教育大数据的发展已进入深水区。长期以来的实践路向使教育大数据研究大多处于形而下的具象上,而形而上的哲学分析则有助于扩展教育大数据的理论基础,并为其实践指明方向,同时也有利于开拓研究领域,丰富学科内容。在教育哲学和技术哲学的向度上,教育大数据哲学研究虽取得了一定的研究成果,也未出现研究视角的对立与分化,但却暴露出本体论研究力度不足、认识论研究理性缺失、方法论研究有待深入、价值论研究维度单一、伦理学研究操作性不强等主要问题,核心原因在于研究层次不深入、学科归属不明确、内涵边界比较模糊。开展教育大数据哲学研究,不仅要从观念上明确研究的必要性和重要意义,而且需要统筹哲学、教育学等多学科领域的研究力量,围绕哲学角度、哲学方法、哲学问题和哲学解释,开展本体论、价值论、认识论、方法论、伦理观等多方面研究,从而系统解决为何研究、谁来研究、研究什么、怎样研究等基本问题。

The development of educational big data has entered the deep water area. For a long time, the practice direction makes the research on educational big data in the physical level. However, the metaphysical analysis of educational big data is helpful to expand the theoretical basis, to point out the direction for its practice,to open up research fields, and to enrich subject contents. Some achievements in recent philosophical research on educational big data show no opposite or differentiated research perspectives, but expose prominent problems such as insufficient ontological research, lack of rationality in epistemology research, superficial methodology research,single dimension in axiology research, and weak operability in ethics research. The core causes of these problems lie in skin-deep research level, unclear subject attribution and vague connotation and boundary. To carry out philosophical research on educational big data, we should not only clarify the necessity and significance from the concept, but also coordinate multi-disciplinary forces of philosophy and pedagogy, and do the research on ontology,axiology, epistemology, methodology, ethics and other aspects around philosophical perspective, philosophical method, philosophical problem and philosophical explanation, so as to systematically solve the basic problems of why, who, what and how to study.